Cumulative frequency and box plotsIB MYP Maths Standard: Revision notes
Section 1
Cumulative frequency
Cumulative frequency is a running total of the frequencies. It tells you how many values are less than or equal to the upper end of each class. For the masses : 4, : 11, : 17 the cumulative frequencies are , and . To draw a cumulative frequency graph, plot each total against the upper class boundary, giving points such as , , . Start at the lowest value with cumulative frequency , then join the points with a smooth curve (or straight lines if you are told to). The last point has cumulative frequency equal to the total frequency.
Plotting the cumulative frequency at the middle of each class. It must be plotted at the upper boundary.
Section 2
Median and quartiles from the graph
For values, read the graph at these heights on the cumulative frequency axis:
- lower quartile at
- median at
- upper quartile at Go across from the height to the curve, then down to the horizontal axis and read the value. For the median is read at , at and at . The quartiles split the data into four equal parts.
Go across from the cumulative frequency to the curve, then down to the horizontal axis. The answer is a value from the horizontal axis, not the height you started at.
Section 3
Range and interquartile range
The range is the largest value minus the smallest value. The interquartile range (IQR) is and measures the spread of the middle half of the data. Worked example: and minutes, so IQR minutes. The IQR is not affected by extreme values, so it is often a better measure of spread than the range. A smaller IQR means the data is more consistent.
Section 4
Drawing a box plot
A box-and-whisker plot uses a number line and the five-number summary: minimum, lower quartile, median, upper quartile, maximum.
- Draw a scale that covers all values.
- Draw a box from to .
- Draw a vertical line inside the box at the median.
- Draw whiskers from the box out to the minimum and the maximum. The box contains the middle 50% of the data. Each whisker and each half of the box holds about 25% of the data.
Making the box run from the minimum to the maximum. The box runs from to ; the whiskers reach the extremes.
Section 5
Interpreting and comparing box plots
Compare two data sets using one measure of average and one of spread, always in context.
- Average: the median. A higher median means higher typical values.
- Spread: the IQR or the range. A smaller spread means more consistent values. Example: restaurant X has median 25 min and IQR 16 min. Restaurant Y has median 26 min and IQR 8 min. Y is slightly slower on average, but its deliveries are much more consistent. About 75% of values lie below , and about 25% lie above it.
Write comparisons as sentences using the numbers and the context, for example 'Y is more consistent because its IQR is 8 minutes, smaller than 16 minutes'.
That's the notes covered.
Carry on to the next subtopic.
Exam questions on Cumulative frequency and box plots
- Forty students at a school in Mumbai recorded how long they spent on homework one evening. The cumulative frequencies are: 0 students up to 10 minutes, 5 up to 20 minutes, 10 up to 30 minutes, 20 up to 40 minutes, 30 up to 50 minutes, 38 up to 60 minutes and 40 up to 70 minutes.Find the lower quartile, the upper quartile and the interquartile range of the times.2 marks
- Two takeaway restaurants, X in Lagos and Y in Cairo, record their delivery times in minutes. Restaurant X: minimum 12, lower quartile 18, median 25, upper quartile 34, maximum 52. Restaurant Y: minimum 15, lower quartile 22, median 26, upper quartile 30, maximum 38.A customer needs a delivery within 30 minutes. Use the quartiles to explain which restaurant is more likely to deliver in time.2 marks
- A courier in Singapore weighs 50 parcels. The masses (in kg) are grouped as follows: : 4 parcels; : 11 parcels; : 17 parcels; : 12 parcels; : 6 parcels.Work out the cumulative frequencies and write down the coordinates you would plot on a cumulative frequency graph, starting at .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).