Chapter
2
Descriptive Statistics
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Chapter Outline
• 2.1 Frequency Distributions and Their Graphs
• 2.2 More Graphs and Displays
• 2.3 Measures of Central Tendency
• 2.4 Measures of Variation
• 2.5 Measures of Position
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Section 2.1
Frequency Distributions
and Their Graphs
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Section 2.1 Objectives
• How to construct a frequency distribution including
limits, midpoints, relative frequencies, cumulative
frequencies, and boundaries
• How to construct frequency histograms, frequency
polygons, relative frequency histograms, and ogives
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Frequency Distribution
Frequency Distribution
• A table that shows
classes or intervals of
data with a count of the
number of entries in each
class.
• The frequency, f, of a
class is the number of
data entries in the class.
Class
Frequency, f
1–5
5
6 – 10
8
11 – 15
6
16 – 20
8
21 – 25
5
26 – 30
4
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Frequency Distribution
• Each class has a lower class
limit, which is the least
number that can belong
to the class, and an
• upper class limit, which is the
greatest number that can
belong to the class.
Class
Frequency, f
1–5
5
6 – 10
8
11 – 15
6
16 – 20
8
21 – 25
5
26 – 30
4
Lower class
limits
Upper class
limits
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Frequency Distribution
• The class width is the
distance between lower
Class width
(or upper) limits of
6–1=5
consecutive classes.
• The difference between the
maximum and minimum data
entries is called the range.
Class
Frequency, f
1–5
5
6 – 10
8
11 – 15
6
16 – 20
8
21 – 25
5
26 – 30
4
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Constructing a Frequency
Distribution
1. Decide on the number of classes.
 Usually between 5 and 20; otherwise, it may be
difficult to detect any patterns.
2. Find the class width.
 Determine the range of the data.
 Divide the range by the number of classes.
 Round up to the next convenient number.
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Constructing a Frequency
Distribution
3. Find the class limits.
 You can use the minimum data entry as the lower
limit of the first class.
 Find the remaining lower limits (add the class
width to the lower limit of the preceding class).
 Find the upper limit of the first class. Remember
that classes cannot overlap.
 Find the remaining upper class limits.
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Constructing a Frequency
Distribution
4. Make a tally mark for each data entry in the row of
the appropriate class.
5. Count the tally marks to find the total frequency f
for each class.
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Example: Constructing a
Frequency Distribution
The data set lists the cell phone screen times (in
minutes) for 30 U.S. adults on a recent day. Construct
a frequency distribution that has seven classes.
200 239 155 252 384 165 296 405 303 400
307 241 256 315 330 317 352 266 276 345
238 306 290 271 345 312 293 195 168 342
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Solution: Constructing a
Frequency Distribution
200 239 155 252 384 165 296 405 303 400
307 241 256 315 330 317 352 266 276 345
238 306 290 271 345 312 293 195 168 342
1. Number of classes = 7 (given)
2. Find the class width
Range
max − min 405 − 155
250
=
=
=
≈ 35.71
7
7
# classes # classes
Round up to 36
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Solution: Constructing a
Frequency Distribution
3. Use 155 (minimum
value) as first lower
limit. Add the class
width of 36 to get the
lower limit of the next
class.
155 + 36 = 191
Find the remaining
lower limits.
Class
width = 36
+ 36 =
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Solution: Constructing a
Frequency Distribution
The upper limit of the
first class is 190 (one less
than the lower limit of the
second class).
Add the class width of 36
to get the upper limit of
the next class.
190 + 36 = 226
Find the remaining upper
limits.
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Class
width = 36
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Solution: Constructing a
Frequency Distribution
4. Make a tally mark for each data entry in the row of
the appropriate class.
5. Count the tally marks to find the total frequency f
for each class.
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Determining the Midpoint
Midpoint of a class
(Lower class limit)  (Upper class limit)
2
Midpoint = 155 +2 190 = 172.5
Midpoint of first class.
Using the class width of 36, the remaining mid-points are
172.5 + 36 = 208.5
Midpoint of second class
208.5 + 36 = 244.5
Midpoint of third class
and so on.
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Determining the Relative
Frequency
Relative Frequency of a class
• Portion or percentage of the data that falls in a
particular class.
class frequency f
•
relative frequency =

Sample size
n
Note that n =
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𝑓.
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Determining the Cumulative
Frequency
Cumulative frequency of a class
• The sum of the frequency for that class and all
previous classes.
• The cumulative frequency of the last class is equal to
the sample size n.
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Example: Finding Midpoints, Relative
and Cumulative Frequencies
Using the frequency distribution in previous example, find
the midpoint, relative frequency, and cumulative frequency
of each class. Describe any patterns.
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Solution: Finding Midpoints, Relative
and Cumulative Frequencies
• The midpoints, relative frequencies, and cumulative
frequencies of the first five classes are calculated as
follows:
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Solution: Finding Midpoints, Relative
and Cumulative Frequencies
• The remaining midpoints, relative frequencies, and
cumulative frequencies are shown in the expanded
frequency distribution below.
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Solution: Finding Midpoints, Relative
and Cumulative Frequencies
• There are several patterns in the data set. For instance,
the most common range for the time is 299 to 334
minutes. Also, about half of the times are less than 299
minutes.
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Graphs of Frequency
Distributions
frequency
Frequency Histogram
• A bar graph that represents the frequency distribution.
• The horizontal scale is quantitative and measures the
data values.
• The vertical scale measures the frequencies of the
classes.
• Consecutive bars must touch.
data values
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Class Boundaries
Class boundaries
• Because consecutive bars of a histogram must touch,
bars must begin and end at class boundaries instead of
class limits.
• The numbers that separate classes without forming
gaps between them.
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Example: Constructing a
Frequency Histogram
Draw a frequency histogram for the frequency
distribution in the previous example. Describe any
patterns.
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Solution: Constructing a
Frequency Histogram
• First, find the class
boundaries
• The distance from the upper
limit of the first class to the
lower limit of the second
class is 191– 190 = 1.
• Half this distance is 0.5.
• First class lower boundary = 155 – 0.5 = 154.5
• First class upper boundary = 190 + 0.5 = 190.5
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Solution: Constructing a
Frequency Histogram
You can mark the horizontal scale either at the midpoints or
at the class boundaries. Both histograms are shown below.
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Solution: Constructing a
Frequency Histogram
You can determine that
two-thirds of the adults
are spending more than
262.5 minutes each day
using their cell phones.
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Graphs of Frequency
Distributions
frequency
Frequency Polygon
• A line graph that emphasizes the continuous change
in frequencies.
data values
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Example: Constructing a
Frequency Polygon
Draw a frequency polygon for the frequency
distribution in previous example. Describe any patterns.
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Solution: Constructing a
Frequency Polygon
To construct the frequency polygon, use the same
horizontal and vertical scales that were used in the
histogram labeled with class midpoints.
The graph should
begin and end on the
horizontal axis, so
extend the left side to
one class width before
the first class
midpoint and extend
the right side to one
class width after the
last class midpoint.
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Solution: Constructing a
Frequency Polygon
You can check
your answer using
technology.
You can see that the frequency of adults increases up
to time of 316.5 minutes and then the frequency
decreases.
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Graphs of Frequency
Distributions
relative
frequency
Relative Frequency Histogram
• Has the same shape and the same horizontal scale as
the corresponding frequency histogram.
• The vertical scale measures the relative frequencies,
not frequencies.
data values
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Example: Constructing a
Relative Frequency Histogram
Construct a relative frequency histogram for the second
example.
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Solution: Constructing a
Relative Frequency Histogram
From this graph, you can quickly see that 0.2, or 20%, of
the adults screen times between 262.5 and 298.5 minutes.
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Graphs of Frequency
Distributions
cumulative
frequency
Cumulative Frequency Graph or Ogive
• A line graph that displays the cumulative frequency
of each class at its upper class boundary.
• The upper boundaries are marked on the horizontal
axis.
• The cumulative frequencies are marked on the
vertical axis.
data values
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Constructing an Ogive
1. Construct a frequency distribution that includes
cumulative frequencies as one of the columns.
2. Specify the horizontal and vertical scales.
 The horizontal scale consists of the upper class
boundaries.
 The vertical scale measures cumulative
frequencies.
3. Plot points that represent the upper class boundaries
and their corresponding cumulative frequencies.
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Constructing an Ogive
4. Connect the points in order from left to right.
5. The graph should start at the lower boundary of the
first class (cumulative frequency is zero) and should
end at the upper boundary of the last class
(cumulative frequency is equal to the sample size).
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Example: Constructing an Ogive
Construct an ogive for the second example frequency
distribution.
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Solution: Constructing an Ogive
From the ogive, you can see that 10 adults had screen times of
262.5 minutes or less. Also, the greatest increase in cumulative
frequency occurs between 298.5 minutes and 334.5 minutes.
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Example: Technology to
Construct Histograms
Use technology to construct a histogram for the
frequency distribution in the second example.
Here are instructions for creating a histogram on a TI-84 Plus.
STAT ENTER
Enter midpoints in L1.
Enter frequencies in L2.
2nd
STAT PLOT
Turn on Plot 1.
Highlight Histogram.
Xlist: L1
Freq: L2
ZOOM
9
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Example: Technology to
Construct Histograms
• Using the instructions for a TI-84 Plus shown, you
can draw a histogram similar to the one below.
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Example: Technology to
Construct Histograms
• After pressing TRACE , the midpoint and the
frequency of the first class are displayed, as shown in
the figure.
• Use the right and left arrow keys to move through
each bar.
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Example: Technology to
Construct Histograms
• Histograms made using Minitab and Excel are shown
below.
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Example: Technology to
Construct Histograms
• Histograms made using StatCrunch is shown below.
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Chapter
2
Descriptive Statistics
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Chapter Outline
• 2.1 Frequency Distributions and Their Graphs
• 2.2 More Graphs and Displays
• 2.3 Measures of Central Tendency
• 2.4 Measures of Variation
• 2.5 Measures of Position
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Section 2.2
More Graphs and Displays
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Section 2.2 Objectives
• How to graph and interpret quantitative data using
stem-and-leaf plots and dot plots
• How to graph and interpret qualitative data using pie
charts and Pareto charts
• How to graph and interpret paired data sets using
scatter plots and time series charts
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Graphing Quantitative Data
Sets
Stem-and-leaf plot
• Each number is separated into a stem and a leaf.
• Similar to a histogram.
• Still contains original data values.
• Provides an easy way to sort data.
Data: 21, 25, 25, 26, 27, 28,
30, 36, 36, 45
.
2
1 5 5 6 7 8
3
0 6 6
4
5
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50
Example: Constructing a
Stem-and-Leaf Plot
The data set lists the numbers of text messages sent in
one day by 50 cell phone users. Display the data in a
stem-and-leaf plot. Describe any patterns.
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Solution: Constructing a
Stem-and-Leaf Plot
• The data entries go from a low
of 17 to a high of 148.
• Use the rightmost digit as the
leaf.
 For instance,
76 = 7 | 6
and
104 = 10 | 4
• List the stems, 7 to 14, to the left
of a vertical line.
• For each data entry, list a leaf to
the right of its stem.
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Solution: Constructing a
Stem-and-Leaf Plot
From the display, you can see that more than 50%
of the cell phone users sent between 20 and 50 text
messages.
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Graphing Quantitative Data
Sets
Dot plot
• Each data entry is plotted, using a point, above a
horizontal axis
Data: 21, 25, 25, 26, 27, 28, 30, 36, 36, 45
26
20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45
.
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Solution: Constructing a Dot Plot
Technology can be used to construct dot plots. For
instance, Minitab and StatCrunch dot plots for the text
messaging data are shown below.
.
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Graphing Qualitative Data
Sets
Pie Chart
• Pie charts provide a convenient way to present
qualitative data graphically as percents of a whole.
• A circle is divided into sectors that represent categories.
• The area of each sector is proportional to the frequency
of each category.
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Example: Constructing a Pie Chart
The numbers of earned degrees conferred (in thousands)
in 2019 are shown in the table. Use a pie chart to
organize the data. (Source: U.S. National Center for
Educational Statistics)
.
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Solution: Constructing a Pie Chart
• Construct the pie chart using the central angle that
corresponds to each category.
 To find the central angle, multiply 360º by the
category's relative frequency.
 For example, the central angle for associate’s
degree is
360º (0.255) ≈ 91.8º
.
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Solution: Constructing a Pie Chart
• Find the relative frequency (percent) of each category.
.
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Solution: Constructing a Pie Chart
Check using technology
From the pie chart, you can see that almost one-half of
the degrees conferred in 2019 were bachelor’s degrees.
.
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Graphing Qualitative Data
Sets
Frequency
Pareto Chart
• A vertical bar graph in which the height of each bar
represents frequency or relative frequency.
• The bars are positioned in order of decreasing height,
with the tallest bar positioned at the left.
Categories
.
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Example: Constructing a
Pareto Chart
In 2019, these were the leading causes of death in the
United States.
 Accidents: 173,040
 Cancer: 599,601
 Chronic lower respiratory disease: 156,979
 Heart disease: 659,041
 Stroke (cerebrovascular diseases): 150,005
Use a Pareto chart to organize the data. What was the
leading cause of death in the United States in 2019?
(Source: National Center for Health Statistics)
.
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Solution: Constructing a
Pareto Chart
From the Pareto chart, you can see that the leading cause of death in
the United States in 2019 was from heart disease. Also, heart
disease and cancer caused more deaths than the other three causes
combined.
.
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Graphing Paired Data Sets
Paired Data Sets
• Each entry in one data set corresponds to one entry in
a second data set.
• Graph using a scatter plot.
 The ordered pairs are graphed as
y
points in a coordinate plane.
 Used to show the relationship
between two quantitative variables.
 Height vs Weight
 Fat burnt vs hours workout
 You give me an example ( social/engineering/phy/chem
.
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x
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Graphing Paired Data Sets
• You give an example
• Stock market ( in a day, week, year etc.
• Temperature in May to Aug
Quantitative
data
Time Series
• Data set is composed of quantitative entries taken at
regular intervals over a period of time.
 e.g., The amount of precipitation measured each
day for one month.
• Use a time series chart to graph.
time
.
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Example: Constructing a Time
Series Chart
The table lists the number of
motor vehicle thefts (in
millions) and burglaries (in
millions) in the United States
for the years 2009 through
2019. Construct a time series
chart for the number of motor
vehicle thefts. Describe any
trends. (Source: Federal
Bureau of Investigation,
Crime in the United States)
.
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Solution: Constructing a Time
Series Chart
• Let the horizontal axis
represent the years and let
the vertical axis represent
the number of motor
vehicle thefts (in millions).
• Then plot the paired data
and connect them with line
segments.
.
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Solution: Constructing a Time
Series Chart
The time series chart shows that the number of burglaries
remained the same until 2011 and then decreased through 2019.
Why is it going down?
.
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Section 2.3
Measures of Central Tendency
.
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Section 2.3 Objectives
• How to find the mean, median, and mode of a
population and of a sample
• How to find the weighted mean of a data set, and how
to estimate the sample mean of grouped data
• How to describe the shape of a distribution as
symmetric, uniform, or skewed and how to compare
the mean and median for each
.
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Measures of Central
Tendency
Measure of central tendency
• A value that represents a typical, or central, entry of a
data set.
• Most common measures of central tendency:
 Mean
 Median
 Mode
.
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Measure of Central Tendency:
Mean
Mean (average)
• The sum of all the data entries divided by the number
of entries.
• Sigma notation: Σx = add all of the data entries (x)
in the data set.
x
• Population mean:  
N
• Sample mean:
.
x
x
n
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Example: Finding a Sample
Mean
The weights (in pounds) for a sample of adults before
starting a weight-loss study are listed. What is the mean
weight of the adults?
274 235 223 268 290 285 235
.
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Solution: Finding a Sample
Mean
274 235 223 268 290 285 235
• The sum of the weights is
Σx = 274 + 235 + 223 + 268 + 290 + 285 + 235 = 1810
• To find the mean weight, divide the sum of the
weights by the number of adults in the sample.
𝑥=
𝑥
𝑛
1810
= 7 ≈ 258.6
The mean weight of the adults is about 258.6 pounds.
.
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Measure of Central Tendency:
Median
Median
• The value that lies in the middle of the data when the
data set is ordered.
• Measures the center of an ordered data set by dividing
it into two equal parts.
• If the data set has an
 odd number of entries: median is the middle data
entry.
 even number of entries: median is the mean of
the two middle data entries.
.
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Example: Finding the Median
Find the median of the weight listed in the first
example.
274 235 223 268 290 285 235
.
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Solution: Finding the Median
• First, order the data.
223 235 235 268 274 285 290
• There are seven entries (an odd number), the median
is the middle, or fourth, data entry.
The median weight of the adults is 268 pounds.
.
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Example: Finding the Median
In the previous example, the adult weighing 285 pounds
decides to not participate in the study. What is the
median weight of the remaining adults?
223 235 235 268 274 290
.
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Solution: Finding the Median
• First order the data.
223 235 235 268 274 290
• There are six entries (an even number), the median is
the mean of the two middle entries.
235 +268
Median =
= 251.5
2
The median weight of the remaining adults is 251.5 pounds.
.
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Measure of Central Tendency:
Mode
Mode
• The data entry that occurs with the greatest frequency.
• If no entry is repeated the data set has no mode.
• If two entries occur with the same greatest frequency,
each entry is a mode (bimodal).
.
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Example: Finding the Mode
Find the mode of the weights listed in Example 1.
223 235 235 268 274 285 290
.
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Solution: Finding the Mode
• Ordering the data helps to find the mode.
223 235 235 268 274 285 290
• The entry of 235 occurs twice, whereas the other
data entries occur only once.
The mode of the weights is 235 pounds.
.
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Example: Finding the Mode
At a political debate a sample of audience members was
asked to name the political party to which they belong.
Their responses are shown in the table. What is the
mode of the responses?
Political Party
Democrat
Republican
Independent
Other/don’t know
.
Frequency, f
46
34
39
5
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Solution: Finding the Mode
Political Party
Frequency, f
Democrat
Republican
Independent
46
34
39
Other/don’t know
5
The response occurring with the greatest frequency is
Democrat. So, the mode is Democrat. In this sample, there were
more Democrats than people of any other single affiliation.
.
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Comparing the Mean, Median,
and Mode
• All three measures describe a typical entry of a data
set.
• Advantage of using the mean:
 The mean is a reliable measure because it takes
into account every entry of a data set.
• Disadvantage of using the mean:
 Greatly affected by outliers (a data entry that is far
removed from the other entries in the data set).
.
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Example: Comparing the
Mean, Median, and Mode
The table shows the sample ages of students in a class.
Find the mean, median, and mode of the ages. Are there
any outliers? Which measure of central tendency best
describes a typical entry of this data set?
Ages in a class
.
20
20
20
20
20
20
21
21
21
21
22
22
22
23
23
23
23
24
24
65
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Solution: Comparing the
Mean, Median, and Mode
Ages in a class
.
20
20
20
20
20
20
21
21
21
21
22
22
22
23
23
23
23
24
24
65
Mean:
x 20  20  ...  24  65
x

 23.8 years
n
20
Median:
21  22
 21.5 years
2
Mode:
20 years (the entry occurring with the
greatest frequency)
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Solution: Comparing the
Mean, Median, and Mode
Mean ≈ 23.8 years
Median = 21.5 years
Mode = 20 years
• The mean takes every entry into account, but is
influenced by the outlier of 65.
• The median also takes every entry into account, and
it is not affected by the outlier.
• In this case the mode exists, but it doesn't appear to
represent a typical entry.
.
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Solution: Comparing the
Mean, Median, and Mode
Sometimes a graphical comparison can help you decide
which measure of central tendency best represents a
data set.
In this case, it appears that the median best describes the data
set.
.
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Weighted Mean
Weighted Mean
• The mean of a data set whose entries have varying
weights.
• The weighted mean is given by
xw
x
w
.
where w is the weight of each entry x.
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Example: Finding a Weighted
Mean
Your grades from last semester are in the table. The
grading system assigns points as follows: A = 4, B = 3,
C = 2, D = 1, F = 0. Determine your grade point average
(weighted mean).
.
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Solution: Finding a Weighted
Mean
𝑥=
𝑥𝑤
𝑤
40
=
= 2.5
16
Last semester, your grade point average was 2.5.
.
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Mean of Grouped Data
Mean of a Frequency Distribution
• Approximated by
xf
x
n
n  f
where x and f are the midpoints and frequencies of a
class, respectively.
GPA of students:?- 2.0, 3.0, 3.5, 4.0, 3.0, 2.6, 2.0, 2.4, 3.5, 3.0
.
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Finding the Mean of a
Frequency Distribution
In Words
.
In Symbols
1. Find the midpoint of each
class.
(Lower limit)+(Upper limit)
x
2
2. Find the sum of the
products of the midpoints
and the frequencies.
xf
3. Find the sum of the
frequencies.
n  f
4. Find the mean of the
frequency distribution.
xf
x
n
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Example: Find the Mean of a
Frequency Distribution
The frequency distribution
shows the cell phone screen
times (in minutes) for 30 U.S.
adults on a recent day. Use the
frequency distribution to
estimate the mean screen time.
Using the sample mean
formula, the mean screen time
is 285.5 minutes. Compare this
with the estimated mean.
.
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Solution: Find the Mean of a
Frequency Distribution
𝑥=
𝑥𝑓
𝑛
8631
=
= 287.7
30
The mean screen time is 287.7 minutes. This value is an
estimate because it is based on class midpoints instead of the
original data set.
.
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The Shape of Distributions
Symmetric Distribution
• A vertical line can be drawn through the middle
of a graph of the distribution and the resulting
halves are approximately mirror images.
.
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The Shape of Distributions
Uniform Distribution (rectangular)
• All entries or classes in the distribution have equal
or approximately equal frequencies.
• Symmetric.
.
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The Shape of Distributions
Skewed Left Distribution (negatively skewed)
• The “tail” of the graph elongates more to the left.
• The mean is to the left of the median.
.
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The Shape of Distributions
Skewed Right Distribution (positively skewed)
• The “tail” of the graph elongates more to the right.
• The mean is to the right of the median.
.
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Section 2.4
Measures of Variation
.
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Section 2.4 Objectives
• How to find the range of a data set
• How to find the variance and standard deviation of a
population and of a sample
• How to use the Empirical Rule and Chebychev’s
Theorem to interpret standard deviation
• How to approximate the sample standard deviation
for grouped data
• How to use the coefficient of variation to compare
variation in different data sets
.
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Range
Range
• The difference between the maximum and minimum
data entries in the set.
• The data must be quantitative.
• Range = (Max. data entry) – (Min. data entry)
.
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Example: Finding the Range
Two corporations each hired 10 graduates. The starting
salaries for each graduate are shown. Find the range of
the starting salaries for Corporation A.
.
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Solution: Finding the Range
• Ordering the data helps to find the least and greatest
salaries.
47 48 49 51 51 51 52 54 55 57
minimum
maximum
Range = (Max. salary) – (Min. salary)
= 57 – 47 = 10
The range of starting salaries for Corporation A is 10, or
$10,000.
.
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Variation
• Both data sets in the last example have a mean of
51.5, or $51,500, a median of 51, or $51,000, and a
mode of 51, or $51,000. And yet the two sets differ
significantly.
• The difference is that the entries in the second set
have greater variation. As you can see in the figures
on the next slide, the starting salaries for Corporation
B are more spread out than those for Corporation A.
.
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Variation
.
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Deviation, Variance, and
Standard Deviation
Deviation
• The difference between the data entry, x, and the
mean of the data set.
• Population data set:
 Deviation of x = x – μ
• Sample data set:
 Deviation of x = x – x
.
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Deviation, Variance, and
Standard Deviation
Population Variance
2

(
x


)
2 
N
Population Standard Deviation
2

(
x


)
  2 
N
.
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Deviation, Variance, and
Standard Deviation
Observations About Standard Deviation
• The standard deviation measures the variation of the
data set about the mean and has the same units of
measure as the data set.
• The standard deviation is always greater than or equal
to 0. When 𝜎 = 0, the data set has no variation and all
entries have the same value.
• As the entries get farther from the mean (that is, more
spread out), the value of 𝜎 increases.
.
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Finding Population Variance
& Standard Deviation
In Words
In Symbols
1. Find the mean of the
population data set.
.
x

N
2. Find deviation of each
entry.
x–μ
3. Square each deviation.
(x – μ)2
4. Add to get the sum of
squares.
SSx = Σ(x – μ)2
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Finding the Population Variance &
Standard Deviation
In Words
.
5. Divide by N to get the
population variance.
In Symbols
2

(
x


)
2 
N
6. Find the square root to get
the population standard
deviation.
( x   ) 2

N
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Example: Finding Population
Variance and Standard Deviation
Find the population variance and standard deviation of
the starting salaries for Corporation A listed in the first
Example.
For this data set, N = 10, 𝑥 = 515.
515
The mean is μ =
= 51.5.
10
.
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Solution: Finding Population
Standard Deviation
Salary ($1000s), x Deviation: x – μ
• Determine the
deviation for each
data entry.
.
51
51 – 51.5 = –0.5
48
48 – 51.5 = –3.5
49
49 – 51.5 = –2.5
55
55 – 51.5 = 3.5
57
57 – 51.5 = 5.5
51
51 – 51.5 = –0.5
54
54 – 51.5 = 2.5
51
51 – 51.5 = –0.5
47
47 – 51.5 = –4.5
52
52 – 51.5 = 0.5
Σx = 515
Σ(x – μ) = 0
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Solution: Finding Population
Standard Deviation
• Determine SSx
.
Deviation: x – μ
Squares: (x – μ)2
51
51 – 51.5 = –0.5
(–0.5)2 = 0.25
48
48 – 51.5 = –3.5
(–3.5)2 = 12.25
49
49 – 51.5 = –2.5
(–2.5)2 = 6.25
55
55 – 51.5 = 3.5
(3.5)2 = 12.25
57
57 – 51.5 = 5.5
(5.5)2 = 30.25
51
51 – 51.5 = –0.5
(–0.5)2 = 0.25
54
54 – 51.5 = 2.5
(2.5)2 = 6.25
51
51 – 51.5 = –0.5
(–0.5)2 = 0.25
47
47 – 51.5 = –4.5
(–4.5)2 = 20.25
52
52 – 51.5 = 0.5
(0.5)2 = 0.25
Σ(x – μ) = 0
SSx = 88.5
Salary, x
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Solution: Finding Population
Standard Deviation
Population Variance
( x   )
88.5

 8.9
•  
N
10
2
2
Population Standard Deviation
88.5
 3.0
•    
10
2
The population variance is about 8.9, and the population standard
deviation is about 3.0, or $3,000.
.
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Deviation, Variance, and
Standard Deviation
Sample Variance
2

(
x

x
)
s2 
n 1
Sample Standard Deviation
( x  x )
s s 
n 1
2
2
.
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Finding the Sample Variance
& Standard Deviation
In Words
.
In Symbols
x
n
1. Find the mean of the
sample data set.
x
2. Find deviation of each
entry.
xx
3. Square each deviation.
( x  x )2
4. Add to get the sum of
squares.
SS x  ( x  x ) 2
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Finding the Sample Variance & Standard
Deviation
In Words
In Symbols
5. Divide by n – 1 to get the
sample variance.
6. Find the square root to get
the sample standard
deviation.
.
2

(
x

x
)
s2 
n 1
( x  x ) 2
s
n 1
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Example: Finding Sample
Variance & Standard Deviation
• In a study of high school football players who
sustained concussions, researchers placed the players
in two groups. Players that recovered from their
concussions in 14 days or less were placed in Group
1. Those that took more than 14 days were placed in
Group 2. The recovery times (in days) for Group 1
are listed below. Find the sample variance and
standard deviation of the recovery times. (Adapted
from The American Journal of Sports Medicine)
8 10 4 6 7 7 9 10 7 6 5 11
.
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Solution: Finding Sample
Variance & Standard Deviation
• Find 𝑥.
• Find the standard
deviation for each data
entry, s.
• Find the sum of the
squares, SSx.
.
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Solution: Finding Sample Variance &
Standard Deviation
For this data set, n = 12 and  x = 90. The mean is
𝑥 = 90/12 = 7.5. To calculate s2 and s, note that n – 1 =
12 – 1 = 11. SSx = 51.
• Sample Variance
2

(x
−
x
)
𝑠2 =
= 51 ≈ 4.6
n−1
11
• Sample Standard Deviation
𝑠=
51
≈ 2.2
11
The sample variance is about 4.6, and the sample standard
deviation is about 2.2 days.
.
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Example: Using Technology to
Find the Standard Deviation
Sample office rental rates (in
dollars per square foot per year)
for Los Angeles are shown in
the table. Use technology to
find the mean rental rate and
the sample standard deviation.
(Adapted from LoopNet.com)
.
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Solution: Using Technology to
Find the Standard Deviation
From the
displays,
you can see that
𝑥 ≈ 37.1 and
s ≈ 15.48.
.
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Interpreting Standard
Deviation
• Standard deviation is a measure of the typical amount
an entry deviates from the mean.
• The more the entries are spread out, the greater the
standard deviation.
.
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Example: Estimating Standard
Deviation
Without calculating, estimate the population standard
deviation of each data set.
.
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Solution: Estimating Standard
Deviation
1. Each of the eight entries is 4. The deviation of each
entry is 0, so 𝜎 = 0.
.
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Solution: Estimating Standard
Deviation
2. Each of the eight entries has a deviation of ±1. So,
the population standard deviation should be 1. By
calculating, you can see that 𝜎 = 1.
.
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Solution: Estimating Standard
Deviation
3. Each of the eight entries has a deviation of ±1 or ±3.
So, the population standard deviation would be
about 2. By calculating, you can see that 𝜎 is
greater than 2, with 𝜎 ≈ 2.2.
.
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Interpreting Standard Deviation:
Empirical Rule (68 – 95 – 99.7 Rule)
For data with a (symmetric) bell-shaped distribution, the
standard deviation has the following characteristics:
• About 68% of the data lie within one standard
deviation of the mean.
• About 95% of the data lie within two standard
deviations of the mean.
• About 99.7% of the data lie within three standard
deviations of the mean.
.
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Interpreting Standard Deviation:
Empirical Rule (68 – 95 – 99.7 Rule)
99.7% within 3 standard deviations
95% within 2 standard deviations
68% within 1
standard deviation
34%
34%
2.35%
2.35%
13.5%
x  3s
.
x  2s
13.5%
x s
x
xs
x  2s
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x  3s
143
Example: Using the Empirical
Rule
In a survey conducted by the National Center for Health
Statistics, the sample mean height of women in the
United States (ages 20-29) was 64.1 inches, with a
sample standard deviation of 2.6 inches. Estimate the
percent of the women whose heights are between 58.9
inches and 64.1 inches. (Adapted from National Center
for Health Statistics)
.
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Solution: Using the Empirical
Rule
• The distribution of
women’s heights is
shown. Because the
distribution is bellshaped, you can use the
Empirical Rule.
• The mean height is 64.1
inches.
.
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Solution: Using the Empirical
Rule
• When you subtract two standard deviations from the
mean height, you get
x – 2s = 64.1 – 2(2.6) = 58.9.
• Because 58.9 is two standard deviations below the
mean height, the percent of the heights between 58.9
and 64.1 inches is about 13.59% + 34.13% = 47.72%.
So, about 47.72% of women are between 58.9 and 64.1
inches tall.
.
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Chebychev’s Theorem
• The portion of any data set lying within k standard deviations
(k > 1) of the mean is at least:
1
1 2
k
1 3
• k = 2: In any data set, at least 1 – 2 = , or 75% of the data
2 4
lie within 2 standard deviations of the mean.
1 8
• k = 3: In any data set, at least 1 – 2 = , or about 88.9% of
3 9
the data lie within 3 standard deviations of the mean.
.
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Example: Using Chebychev’s
Theorem
The age distributions for Georgia and Iowa are shown in the
histograms. Apply Chebychev’s Theorem to the data for Georgia
using k = 2. What can you conclude? Is an age of 90 unusual for
a Georgia resident? Explain.
(Source: Based on U.S. Census Bureau)
.
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Solution: Using Chebychev’s
Theorem
k = 2: μ – 2σ = 38.2 – 2(22.6) = –7.0 (use 0 since age
can’t be negative)
μ + 2σ ≈ 38.2 + 2(22.6) = 83.4
You can say that at least 75% of the population of Georgia is
between 0 and 83.4 years old. Also, an age of 90 lies more than
two standard deviations from the mean. So, this age is unusual.
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Standard Deviation for
Grouped Data
Sample standard deviation for a frequency distribution
•
( x  x ) 2 f
s
n 1
where n = Σf (the number of
entries in the data set)
• When a frequency distribution has classes, estimate the
sample mean and standard deviation by using the
midpoint of each class.
.
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Example: Finding the Standard
Deviation for Grouped Data
You collect a random sample of the
number of children per household in
a region. Find the sample mean and
the sample standard deviation of the
data set.
.
Number of Children in
50 Households
1
3
1
1
1
1
2
2
1
0
1
1
0
0
0
1
5
0
3
6
3
0
3
1
1
1
1
6
0
1
3
6
6
1
2
2
3
0
1
1
4
1
1
2
2
0
3
0
2
4
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Solution: Finding the Standard
Deviation for Grouped Data
• First construct a frequency distribution.
• Find the mean of the frequency
distribution.
xf 91
x

 1.8
n
50
The sample mean is about 1.8
children.
x
f
xf
0
10
0(10) = 0
1
19
1(19) = 19
2
7
2(7) = 14
3
7
3(7) =21
4
2
4(2) = 8
5
1
5(1) = 5
6
4
6(4) = 24
Σf = 50 Σ(xf )= 91
.
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Solution: Finding the Standard
Deviation for Grouped Data
• Determine the sum of squares.
x
f
xx
( x  x )2
( x  x )2 f
0
10
0 – 1.82 = –1.82
(–1.82)2 = 3.3124
3.31(10) = 33.124
1
19
1 – 1.82 = –0.82
(–0.82)2 = 0.6724 0.67(19) = 12.7756
2
7
2 – 1.82 = 0.18
(0.18)2 = 0.0324
0.04(7) = 0.2268
3
7
3 – 1.82 = 1.18
(1.18)2 = 1.3924
1.39(7) = 9.7468
4
2
4 – 1.82 = 2.18
(2.18)2 = 4.7524
4.75(2) = 9.5048
5
1
5 – 1.82 = 3.18
(3.18)2 = 10.1124 10.11(1) = 10.1124
6
4
6 – 1.82 = 4.18
(4.18)2 = 17.4724 17.47(4) = 69.8896
( x  x ) 2 f  145.38
.
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Solution: Finding the Standard
Deviation for Grouped Data
• Find the sample standard deviation.
xx
( x  x )2
( x  x )2 f
( x  x ) 2 f
145.38
s

 1.7
n 1
49
The standard deviation is about 1.7 children.
.
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Example: Using Midpoints of
Classes
The figure shows the price ranges
(in thousands of dollars) and
corresponding number of homes
recently listed for sale in a midsized U.S. city. Make a frequency
distribution for the data. Use the
table to estimate the sample mean
and the sample standard deviation
of the data set. (Adapted from
National Association of Realtors
and Move, Inc.)
.
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Solution: Using Midpoints of
Classes
Begin by using a frequency distribution to organize the
data. Because the class of $500 thousand or more is
open-ended, you must choose a value to represent the
midpoint, such as 599.5 thousand.
.
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Solution: Using Midpoints of
Classes
x=
.
Class
x
f
xf
0 – 99
49.5
173
8563.5
100 – 199
149.5
129
19,285.5
200 – 299
249.5
39
9730.5
300 – 399
349.5
22
7689.0
400 – 499
449.5
8
3596.0
500 +
599.5
19
11,390.5
 = 390
 = 60,255.0
𝑥𝑓
𝑛
60,255.0
=
= 154.5 is the sample mean
390
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Solution: Using Midpoints of
Classes
x−x
(x − x)2
(x − x)2f
−105
11,025
1,907,325
−5
25
3225
95
9025
351,975
195
38,025
836,550
295
87,025
696,200
445
198,025
3,762,475
 = 7,557,750
(x − x)2f
7,557,750
𝑠=
=
≈ 139.4
𝑛 −1
389
is the sample standard deviation
.
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Solution: Using Midpoints of
Classes
• An estimate for the sample mean is $154,500 per
year, and an estimate for the sample standard
deviation is $139,400 per year.
.
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Coefficient of Variation
Coefficient of Variation (CV)
• Describes the standard deviation of a data set as a
percent of the mean.
• Population data set:
𝐶𝑉 =
𝜎
𝜇
∙ 100%
• Sample data set:
𝐶𝑉 =
.
𝑠
x
∙ 100%
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Example: Comparing Variation in
Different Data Sets
The table shows the population heights (in inches) and
weights (in pounds) of the members of a basketball team.
Find the coefficient of variation for the heights and the
weighs. Then compare the results.
.
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Solution: Comparing Variation in
Different Data Sets
The mean height is   72.8 inches with a standard
deviation of   3.3 inches. The coefficient of variation
for the heights is
𝜎
3.3
𝐶𝑉height = ∙ 100% =
∙ 100% ≈ 4.5%
𝜇
72.8
.
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Solution: Comparing Variation in
Different Data Sets
The mean weight is   187.8 pounds with a standard
deviation of   17.7 pounds. The coefficient of
variation for the weights is
𝜎
17.7
𝐶𝑉weight = ∙ 100% =
∙ 100% ≈ 9.4%
𝜇
187.8
The weights (9.4%) are more variable than the heights
(4.5%).
.
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Section 2.5
Measures of Position
.
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Section 2.5 Objectives
• How to find the first, second, and third quartiles of a
data set, how to find the interquartile range of a data
set, and how to represent a data set graphically using
a box-and whisker plot
• How to interpret other fractiles such as percentiles
and how to find percentiles for a specific data entry
• Determine and interpret the standard score (z-score)
.
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Quartiles
• Fractiles are numbers that partition (divide) an
ordered data set into equal parts.
• Quartiles approximately divide an ordered data set
into four equal parts.
 First quartile, Q1: About one quarter of the data
fall on or below Q1.
 Second quartile, Q2: About one half of the data
fall on or below Q2 (median).
 Third quartile, Q3: About three quarters of the
data fall on or below Q3.
.
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Example: Finding Quartiles
The amounts of fuel (in gallons per year) that automobile
commuters waste due to traffic congestion in the 15 largest U.S.
urban areas (where the populations are over 3 million) are listed.
Find the first, second, and third quartiles of the data set. What do
you observe? (Source: Texas A&M Transportation Institute)
34 30 31 31 25 31 25 24 38 26 39 26 38 31 35
Solution:
• Q2 divides the data set into two halves.
Data entries to the left of Q2
Data entries to the right of Q2
24 25 25 26 26 30 21 31 31 31 34 35 38 38 39
Q1
.
Q2
Q3
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Solution: Finding Quartiles
• In about one-quarter of the large urban areas, auto
commuters waste 26 gallons of fuel or less, about
one-half waste 31 gallons or less, and about threequarters waste 35 gallons or less.
.
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Example: Using Technology
to Find Quartiles
The tuition costs (in thousands of dollars) for 25 liberal
arts colleges are listed. Use technology to find the first,
second, and third quartiles. What do you observe?
(Source: U.S. News & World Report)
55 59 55 56 57 55 60 59 61 58 57 61 59
48 44 30 39 58 48 46 19 55 45 48 48
.
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Solution: Using Technology
to Find Quartiles
Minitab and the TI-84 Plus each have features that
calculate quartiles. Try using this technology to find the
first, second, and third quartiles of the tuition data.
From the displays, you can see that
Q1 = 47, Q2 = 55, and Q3 = 58.5.
.
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Solution: Using Technology
to Find Quartiles
About one-quarter of these colleges charge tuition of $47,000 or
less; about one-half charge $55,000 or less; and about threequarters charge $58,500 or less.
.
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Interquartile Range
Interquartile Range (IQR)
• A measure of variation that gives the range of the
middle portion (about half) of the data.
• The difference between the third and first quartiles.
• IQR = Q3 – Q1
.
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Interquartile Range
Using the Interquartile Range to Identify Outliers
1. Find the first (Q1) and third (Q3) quartiles of the data
set.
2. Find the interquartile range: IQR = Q3 − Q1.
3. Multiply IQR by 1.5: 1.5(IQR).
4. Subtract 1.5(IQR) from Q1. Any data entry less than
Q1 − 1.5(IQR) is an outlier.
5. Add 1.5(IQR) to Q3. Any data entry greater than
Q3 + 1.5(IQR) is an outlier.
.
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Example: Finding the
Interquartile Range
Find the interquartile range of the data set from the
previous example. Are their any outliers?
Solution:
Recall Q1 = 47 and Q3 = 58.5. So, the interquartile
range is IQR = Q3 − Q1 = 58.5 − 47 = 11.5.
To identify any outliers, first note that 1.5(IQR) =
1.5(11.5) = 17.25.
.
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Solution: Finding the
Interquartile Range
• There is a data entry, 19, that is less than
Q1 − 1.5(IQR) = 47 − 17.25 = 29.75
• A data entry less than 29.75 is an outlier.
• There are no data entries greater than
Q3 + 1.5(IQR) = 58.5 + 17.25 = 75.75
• A data entry greater than 75.75 is an outlier.
• So, 19 is an outlier.
The costs of tuition and fees for the liberal arts colleges listed in
the middle of the data set varies by at most $17,250. Notice that
the outlier, 19 (or $19,000), does not affect the IQR.
.
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Box-and-Whisker Plot
Box-and-whisker plot
• Exploratory data analysis tool.
• Highlights important features of a data set.
• Requires (five-number summary):
1. Minimum entry
2. First quartile Q1
3. Median Q2
4. Third quartile Q3
5. Maximum entry
.
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Drawing a Box-and-Whisker
Plot
1. Find the five-number summary of the data set.
2. Construct a horizontal scale that spans the range of
the data.
3. Plot the five numbers above the horizontal scale.
4. Draw a box above the horizontal scale from Q1 to Q3
and draw a vertical line in the box at Q2.
5. Draw whiskers from the box to the minimum and
maximum entries.
Box
Whisker
Minimum
entry
.
Whisker
Q1
Median, Q2
Q3
Maximum
entry
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Example: Drawing a Box-andWhisker Plot
Draw a box-and-whisker plot that represents the data set
in the previous example.
Min = 19, Q1 = 47, Q2 = 55, Q3 = 58.5, Max = 61,
Solution:
The box represents about half of the data, which are
between 47 and 58.5.
.
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Example: Drawing a Box-andWhisker Plot
Solution:
The left whisker represents about one quarter of the data,
so about 25% of the data entries are less than 47. The
right whisker represents about one quarter of the data, so
about 25% of the data entries are greater than 58.5.Also,
the length of the left whisker is much longer than the
right one. This indicates that the data set has a possible
outlier to the left.
.
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Percentiles and Other
Fractiles
Fractiles
Quartiles
Deciles
Percentiles
.
Summary
Divides data into 4 equal
parts
Divides data into 10 equal
parts
Divides data into 100 equal
parts
Symbols
Q1, Q2, Q3
D1, D2, D3,…, D9
P1, P2, P3,…, P99
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Example: Interpreting
Percentiles
The ogive represents the
cumulative frequency
distribution for SAT test
scores of college-bound
students in a recent year.
What test score represents
the 90th percentile? (Source:
College Board)
.
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Solution: Interpreting
Percentiles
• From the ogive, you can
see that the 90th
percentile corresponds to
a score of 1350.
• This means that
approximately 90% of
the students had an SAT
score of 1350 or less.
.
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Percentile that Corresponds
to a Specific Data Entry
To find the percentile that corresponds to a specific
data entry x, use the formula
number of data entries less than x
Percentile of x =
∙ 100
total number of data entries
and then round to the nearest whole number.
.
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Example: Finding a Percentile
For the data set in the second example, find the
percentile that corresponds to $57,000.
Solution
• Recall that the tuition costs are in thousands of
dollars, so $57,000 is the data entry 57
19 30 39 44 45 46 48 48 48 48 55 55 55
55 56 57 57 58 58 59 59 59 60 61 61
.
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Solution: Finding a Percentile
• There are 15 data entries less than 57 and the total
number of data entries is 25.
number of data entries less than 57
∙ 100
total number of data entries
15
= ∙ 100 = 60
25
Percentile of 57 =
• The tuition cost of $57,000 corresponds to the 60th
percentile.
The tuition cost of $57,000 is greater than 60% of the
other tuition costs.
.
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The Standard Score
Standard Score (z-score)
• Represents the number of standard deviations a given
value x falls from the mean μ.
value  mean
x

• z
standard deviation

.
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Example: Finding z-Scores
The mean speed of vehicles along a stretch of highway
is 56 miles per hour with a standard deviation of 4 miles
per hour. You measure the speeds of three cars traveling
along this stretch of highway as 62 miles per hour, 47
miles per hour, and 56 miles per hour. Find the z-score
that corresponds to each speed. Assume the distribution
of the speeds is approximately bell-shaped.
.
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Solution: Finding z-Scores
Solution
The z-score that corresponds to each speed is calculated
below.
x = 62 mph
x = 47 mph
x = 56 mph
62 − 56
47 − 56
56 − 56
z=
= 1.5 z =
= − 2.25 z =
=0
4
4
4
62 miles per hour is 1.5 standard deviations above the
mean; 47 miles per hour is 2.25 standard deviations
below the mean; and 56 miles per hour is equal to the
mean. 47 miles per hour is unusually slow, because its
speed corresponds to a z-score of − 2.25.
.
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Example: Comparing z-Scores
from Different Data Sets
The table shows the mean heights and standard
deviations for a population of men and a population of
women. Compare the z-scores for a 6-foot-tall man and
a 6-foot-tall woman. Assume the distributions of the
heights are approximately bell-shaped.
.
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Solution: Comparing z-Scores
from Different Data Sets
Solution
Note that 6 feet = 72 inches. Find the z-score for each
height.
• z-score for 6-foot-tall man
x − μ 72 − 69.9
z=
=
= 0.7
𝜎
3.0
• z-score for 6-foot-tall woman
x − μ 72 − 64.3
z=
=
≈ 3.0
𝜎
2.6
.
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Solution: Comparing z-Scores
from Different Data Sets
Solution
The z-score for the 6-foot-tall man is within 1 standard
deviation of the mean (69.9 inches). This is among the
typical heights for a man.
The z-score for the 6-foot-tall woman is about 3
standard deviations from the mean (64.3 inches). This is
an unusual height for a woman.
.
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