Measures of central tendency and spreadAQA A-Level Maths: Revision notes
Section 1
Measures of central tendency
The mean is , or from a frequency table. The median is the middle value of the ordered data (the mean of the middle two if is even). The mode is the most common value (or modal class for grouped data). The mean uses every value, so extreme values pull it; the median is not affected by extremes, so it suits skewed data. The mode is the only average for categorical data. Example: for 12, 15, 15, 18, 22, 26: mean , median , mode .
Finding the median without ordering the data first, or taking the middle of a frequency column instead of the middle of the cumulative frequencies.
Section 2
Measures of spread
The range is largest minus smallest value; it uses only two values, so one extreme value can distort it. The interquartile range (IQR) is , the spread of the middle half of the data, which is not affected by extremes. The standard deviation uses every value and measures the typical distance of the data from the mean. A larger standard deviation means more spread. It is in the same units as the data.
Choose the measures to match the average: mean with standard deviation, median with IQR.
Section 3
Variance and standard deviation
For a frequency table, use . It is the mean of the squares minus the square of the mean. The second form is quicker when you are given and . Example: , , . Mean , variance , standard deviation . This course uses divisor (calculators may label it or ); a version with divisor gives a slightly larger value, so check which one a question requires.
Forgetting to subtract , or forgetting to take the square root. The result of the formula is the variance, not the standard deviation.
Section 4
Using summary statistics and the calculator
Given , and you can find the mean and standard deviation without the raw data. You can also correct for a mistake: remove the wrong value from the sums and add the right one, then recalculate. If a value 40 should be 20, then falls by 20 and by . To combine two sets, add the , the and the values, then use the formulae on the totals. Never average two standard deviations. Use the statistics mode on your calculator to enter data or a frequency table, but know the formulae: you may need to work from and .
Round only at the end. Keep the exact variance in your calculator to take its square root.
Section 5
Interpreting and comparing
To compare two data sets make two comments in context: one about the average (centre) and one about the spread. Example: machine A has mean 1004 g and standard deviation 3.2 g; machine B has mean 1001 g and standard deviation 1.1 g. B is closer to the 1000 g label and its bags are more consistent. Adding a value equal to the mean leaves the mean unchanged and decreases the standard deviation, because it adds no squared deviation while increasing .
Saying 'the standard deviation is bigger so the data is bigger'. It measures spread, not size.
That's the notes covered.
Carry on to the next subtopic.
Exam questions on Measures of central tendency and spread
- Six students' times, in minutes, to complete a puzzle are 12, 15, 15, 18, 22 and 26. In this question the standard deviation uses divisor .A seventh student takes exactly 18 minutes. State, with a reason, the effect of including this time on (i) the mean and (ii) the standard deviation.2 marks
- A courier firm records 25 delivery times, minutes. The summary statistics are and . The standard deviation uses divisor .One recorded time of 40 minutes was a mistake: it should have been 20 minutes. Find the correct mean.2 marks
- A factory has two machines, A and B, that fill bags of sugar labelled 1000 g. For a sample of bags from machine A the mean mass is 1004 g and the standard deviation is 3.2 g. For a sample from machine B the mean is 1001 g and the standard deviation is 1.1 g.Compare the two machines and state which you would recommend, giving reasons.3 marks
Written by the Exaim team, led by Shaun Daswani (Head of Upper Secondary, Improve ME Institute; MSc Financial Mathematics, Imperial College London; BSc, UCL) and Jason Daswani (operational lead, Improve ME Institute; LSE).