Single Variable Data

Analysis
MEASURE OF LOCATION: LEARNING
INTENTIONS

WE ARE LEARNING TO (WALT):

• List and define the three measures of location/centre
• Calculate the mean of a given set of data, with and without
the use of a calculator
Measure of location

• The ‘measure of location’ is also referred to as the

‘measure of centre’ or ‘central tendency’. Measures of
location summarise a list of numbers by a ‘typical’ value.
• The three most common measures of location are the
mean, median and mode (3M’S). These are all used to
describe the middle of a set of scores.
• Mean: average of a set of scores
• Median: the middle score in a set of scores
• Mode: the most occuring score (the score with the highest
frequency)
Mean

• The mean is the average score of the set. It is used in many

situations e.g. batting averages in cricket, or average monthly
rainfall.
• The mean is the sum (addition) of all scores divided by the
number of scores. The formula is as follows:
• x̅ = sum of data values
• number of data values
MEAN: LEARNING INTENTIONS

WE ARE LEARNING TO (WALT):

• Calculate the mean of a given set of data, with and without
the use of a calculator
How to find the mean using the statistical function of a
calculator:

• Step 1: press mode and select 2: STAT

• Step 2: select 1:1 Var
• Step 3: enter data (and press = after each entry)
• Step 4: press AC once all data is entered
• Step 5: press shift then 1
• Step 6: select 4: Var
• Step 7: then select 2: x̅ and press =
Class/homework:

• Complete Exercise 13A: Mean Q. 1-4

• MARK your answers

ENTRY QUESTION
ENTRY QUESTION: SOLUTION
RANGE AND MODE: LEARNING
INTENTIONS

WE ARE LEARNING TO (WALT):

• Calculate the range of a given set of data

• Calculate the mode of a given set of data
Range and mode

• The range is a ‘measure of spread’ as it shows how the

scores are spread between the first and the last score of
the data set. Range = highest score – lowest score

• The mode is the most common score.

• NOTE: There is no mean, range or median for categorical

data. The mode is the only measure that can be used when
the data is categorical.
Classwork:

Complete the following worksheets:

• Exercise 3.1: The range

• Exercise 3.2: The mode

Homework:

• Complete worksheet: Exercise 13B: Mode and range

Q.1-6 pg.392

• EXTENSION: Q1-8
EXIT QUESTION

ANSWER THE FOLLOWING QUESTIONS:

• WHAT IS THE MODE?

• WHAT IS THE FORMULA USED TO FIND THE RANGE?
MEDIAN: LEARNING INTENTIONS

WE ARE LEARNING TO (WALT):

• Calculate the median of a given set of data for an odd

number of values
• Calculate the median of a given set of data for an even
number of values
Median

• The median is the middle score when the

scores are arranged in ascending order.

• If there is an odd number of scores, it is easy

to find the median. However, if there is an
even number of scores, the median is
calculated by the average of the two middle
scores.
Classwork:

• Complete Worksheet 3.3: Median

Homework:

• Complete Oxford Insight Maths 7 Ex. 13:C Median

Q. 1-5

• MARK YOUR ANSWERS

ENTRY QUESTION
 MEAN, MEDIAN AND MODE: LEARNING
INTENTIONS

• WE ARE LEARNING TO (WALT):

• Generalise the most suitable measure of central tendency

to describe a given set of data.
Mean, mode and median

• Which is the best measure to describe the following data?

- The average speed of cars in a motor race
- The most common collar size in shirts.
-- The batting average of a cricket.
- The most popular drink.
- The average score in a class test
Summary: choosing the appropriate
measure

• Yr 7 textbook pg. 403

Homework:

• Complete Year 7 Oxford Insight Maths Exercise 13E: Mean,

mode and median Q. 1-9
DAILY WARM UP

• Match each word to the correct meaning:

Word Meaning

Mean Middle score

Mode Highest score – lowest score

Median Sum of scores/number of

scores
Range Most common score
MEAN AND FREQUENCY DISTRIBUTION
TABLES: LEARNING INTENTIONS

• WE ARE LEARNING TO (WALT):

• Calculate the mean of a given set of data using frequency

distribution tables
Mean

The mean can also be easily calculated using a frequency

distrubution table.

Some key symbols and their meanings:

x: score
f: frequency
Σf: sum of the frequencies (total number of scores)
Σfx: sum of the subtotals (sum of all the scores)

Mean (x̅) = Σfx

Σf
Classwork:

• Complete worksheet 3.5: Mean

Homework:

• Complete Year 7 Oxford Insight Maths Ex. 13A: Mean Q. 5-7

 MODE, RANGE AND FREQUENCY
DISTRIBUTION TABLES: LEARNING
INTENTIONS
• WE ARE LEARNING TO (WALT):

• Use a frequency distribution table to determine the mode

and range of a set of data
Mode and range

• When extracting the mode and range from a

frequency distribution table:

• the mode is the score with the highest frequency

• the range is highest score – lowest score
Class/homework:

• Complete Yr 7 Insight Maths Ex. 13B: Mode and Range Q. 7-

10
MEDIAN AND FREQUENCY DISTRIBUTION
TABLES: LEARNING INTENTIONS

• WE ARE LEARNING TO (WALT):

• Use frequency distribution tables to calculate the median of

a given set of data
MEDIAN

• To find the median from a frequency distribution table, you

must first add a column for cumulative frequency (cf).

• Then, use the following formula: n+1 and find that score

• 2

Note that n = Σf
Class/homework:

• Complete Yr 7 Insight Maths Ex. 13C: Median Q. 6

 STEM-AND-LEAF PLOTS: LEARNING
INTENTIONS

WE ARE LEARNING TO (WALT):

• Construct stem-and-leaf plots

Stem-and-leaf plots

• Information displayed in stem-and-leaf plots can be used to

calculate the measures of location (or measures of central
tendency) and the range.

• To find the mode, find the leaf that occurs most often.
• To find the median, cross off the numbers from top and bottom until
you reach the middle score or scores.
• To find the range: highest score – lowest score.
• To find the mean from a stem-and-leaf plot, write the stem
and leaf values in a table. Add three columns: ‘f’, ‘f’ x stem
and ‘sum of leaves’.

• To find the mean: (f x stem) + (sum of leaves)

• f
• Note: f is the number of leaves and f x stem is similar to fx in
frequency distribution tables
Homework:

• Complete Year 7 Insight Maths Ex. 13D: Stem-and-leaf plots

 STEM-AND-LEAF PLOTS: LEARNING
INTENTIONS

WE ARE LEARNING TO (WALT):

• Determine the 3M’s of a set of data using stem-and-leaf

plots
Homework:

• Complete Year 7 Signpost Maths Ex. 14:06 Back to back

stem and leaf plots
3M’S FROM DOT PLOTS AND
HISTOGRAMS

WE ARE LEARNING TO (WALT):

• Determine the mean, median, mode and range from dot

plots.
• Convert histograms to frequency distribution tables to
determine the mean, median, mode and range.
Review of measures of central tendency

• It is often useful to represent a set of data by a single value

that is considered to be central and typical of the data
(simply referred to as an average).

• However, statisticians prefer to be more concise and refer

to three numbers (mean, median and mode), as measure of
central tendency.
Class/homework:

• Complete Yr 8 Insight Maths Ex. 9E: Review of measures of

central tendency, Q1 pg. 229
Clusters, gaps and outliers: Learning
Intentions

WALT:

• Identify clusters, gaps and outliers in a range of graphs

Clusters, gaps and outliers

• A cluster occurs when the data seems to be gathered

around a particular value or values.

• An outlier is a data value that is unusually high or low

compared with the rest of the data.
Class/homework:

• Complete Ex. 9F: Clusters, gaps and outliers, Q1 pg. 230

Using measures of central tendency:
Learning intentions

WALT:

• Determine best measure of central tendency for different

sets of data
Using measures of central tendency

• The mean, median and mode are each called a measure of

central tendency – a measure that is central and typical of
all the data.
• However, there are situations when not all of these
measurements are representative of the data and it is
necessary to choose the appropriate measure for that
situation.

• These situations usually occur if the data set consists of an

outlier (or outliers).
• Teacher note: Yr 8 Maths textbook pp. 230 -231
• Students copy worked example 1
Class/homework:

• Complete Ex. 9G: Using measures of central tendency, Q1-

9 pp. 231-235

• Extension: Q1-14
• MARK your answers
Variables

• When we collect data, we are looking for information about

a particular property or characteristic of a group of people
or objects. This property or characteristic is known as the
variable.
• Examples of variables include eye colour, height, method of
travel and the outcome when a die is rolled.
Categorical and numerical variables

• Variables are defined as categorical or numerical.

• A categorical variable is one that describes a characteristic or
names the categories into which the variable can be sorted. For
example eye colour can be described as brown, blue, grey, green
etc.
• A numerical variable is one that has a numerical variable.
• Discrete numerical variable data are exact and increase in steps and
are often the result of counting. Examples include the number of
children in a family and the number of marks in a test.
• Continuous numerical variable data lie within a certain range and are
usually the result of measuring. Examples include weight to the nearest
kilogram and height to the nearest cm.
Homework

• Complete Ex. 9A: Variables, Q1-2 pg. 222

• MARK your answers

Collecting data

• Techniques for collecting data can involve a census, a

sample or observation.
• In a census, data about every individual in the population is
collected. A census is detailed and accurate, but is also expensive,
time consuming and often not practical.
• In a sample, data is collected from a portion of the population. It is
not as detailed or accurate as a census but it is quicker and
cheaper. Conclusions drawn from samples always involve some
degree of error.
• Observation is a way of collecting data by watching events. It can
be expensive and time consuming but has the advantage of
collecting information when and where it occurs.
Class/homework:

• Complete Ex. 9B: Collecting data, Q1-3 pg. 223

• MARK your answers

SUMMARY STATISTICS IN RANDOM
SAMPLES

• WE ARE LEARNING TO:

• COMPARE SUMMARY STATISTICS OF RANDOM SAMPLES

Investigation 1: Selecting random
samples

• Conclusions drawn from different samples of the same

population can be different, unfair or bias unless the
sample is large enough to give a good estimate.

• Complete Investigation 1: Q. 1-2

Generating number samples using a
calculator

• Complete Investigation 1: Q. 4
Comparing sample summary statistics

• Summary statistics may vary from sample to sample.

• The way in which random samples are chosen may result in

significant differences between their respective summary
statistics.

• Question: why might different random samples drawn from

the same population have different summary statistics?
HOMEWORK

• Complete Ex. 9H: Comparing sample summary statistics,

pages 236-237
Variation of sample mean and proportion

• ‘Proportion’ in statistics is often referred to as the relative

frequency of a score

• It is important that the sample is large in order to give a good

estimate of the properties of the whole population.
SAMPLE TOPIC TEST QUESTION ABOUT
PROPORTION
Class/homework:

• Complete Exercise 9I: Variation of sample mean and

proportion

• MARK your answers

Investigation 1: using statistical
functions
Classwork:

• Complete (Yr 7) Investigation 1 and save (WITH YOUR

NAME) on Ms T’s USB.