1
0 50 100 150 200
Mass (grams)
The box-and-whisker plot shows information about the masses, in grams, of some apples.
(a) Find the median.
................................................... g [1]
(b) Find the range.
................................................... g [1]
(c) Find the interquartile range.
................................................... g [1]
[Total: 3]
2 The time, t minutes, taken by each of 80 people to travel to work is recorded.
The table shows information about these times.
Time
(t minutes)
Frequency 3 7 18 28 24
(a) Use the frequency table to complete the cumulative frequency table.
Time
(t minutes)
Cumulative
3 10 80
frequency
[1]
2
(b) On the grid, draw a cumulative frequency diagram to show this information.
[3]
(c) Find an estimate for the 80th percentile.
................................................... min [2]
(d) Find an estimate for the percentage of people who took longer than 45 minutes to travel to work.
Show all your working.
................................................... % [3]
[Total: 9]
3 The box-and-whisker plot shows information about the marks scored by some students in a test.
3
0 10 20 30 40 50 60 70 80 90 100
Mark
(a) Write down the median mark.
................................................... [1]
(b) Work out the range.
................................................... [1]
(c) Jais scored a mark in the test that was higher than the marks scored by 75% of the students.
Write down a possible mark for Jais.
................................................... [1]
(d) This box-and-whisker plot shows information about the marks scored by the same students in a second
test.
0 10 20 30 40 50 60 70 80 90 100
Mark
Make one comparison between the distributions of marks in the two tests.
..........................................................................................................................................................
.......................................................................................................................................................... [1]
[Total: 4]
4
4 Here is some information about the masses of potatoes in a sack:
• The largest potato has a mass of 174 g.
• The range is 69 g.
• The median is 148 g.
• The lower quartile is 121 g.
• The interquartile range is 38 g.
On the grid below, draw a box-and-whisker plot to show this information.
[4]
[Total: 4]
5 160 students record the amount of time, t hours, they each spend playing computer games in a week.
This information is shown in the cumulative frequency diagram.
5
(a) Use the diagram to find an estimate of
(i) the median,
................................................... hours [1]
(ii) the interquartile range.
................................................... hours [2]
(b) Use the diagram to complete this frequency table.
Time (t hours)
Frequency 20 24 12 4
[2]
[Total: 5]
6
6 100 students were each asked how much money, $m, they spent in one week.
The frequency table shows the results.
Amount ($m)
Frequency 16 38 30 9 7
(a) Complete the cumulative frequency table below.
Amount ($m)
Cumulative
16 100
frequency
[2]
(b) On the grid, draw the cumulative frequency diagram.
[3]
(c) Use your cumulative frequency diagram to find an estimate for
7
(i) the median,
$ ................................................... [1]
(ii) the interquartile range,
$ ................................................... [2]
(iii) the number of students who spent more than $25.
................................................... [2]
[Total: 10]
7 The time, t minutes, 80 students each spend completing their homework is recorded.
The cumulative frequency diagram shows the results.
Use the cumulative frequency diagram to find an estimate of
(a) the median,
................................................... min [1]
8
(b) the interquartile range,
................................................... min [2]
(c) the number of students who spend more than 40 minutes completing their homework.
................................................... [2]
[Total: 5]
8 A school nurse records the height, h cm, of each of 180 children.
The table shows the information.
Height
(h cm)
Frequency 8 26 35 67 28 16
(a) Complete the cumulative frequency table below.
Height
(h cm)
Cumulative
180
frequency
[2]
9
(b) On the grid, draw a cumulative frequency diagram.
[3]
(c) Use your cumulative frequency diagram to find an estimate of
(i) the interquartile range,
................................................... cm [2]
10
(ii) the 70th percentile,
................................................... cm [2]
(iii) the number of children with height greater than 106 cm.
................................................... [2]
[Total: 11]
9 A factory recycles metal.
The mass, x tonnes, of metal is measured each day for a number of days.
The cumulative frequency diagram shows the results.
(a) For how many days was the mass measured?
................................................... [1]
(b) Find an estimate of the median.
................................................... tonnes [1]
(c) Find an estimate of the upper quartile.
................................................... tonnes [1]
11
(d) Find an estimate of the interquartile range.
................................................... tonnes [1]
(e) Find an estimate of the number of days when the mass was greater than 20 tonnes.
................................................... [2]
[Total: 6]
10 The cumulative frequency diagram shows information about the time, m minutes, taken by 120 students to
complete some homework.
Use the cumulative frequency diagram to find an estimate of
12
(a) the interquartile range,
................................................... min [2]
(b) the number of students who took more than 50 minutes to complete the homework.
................................................... [2]
[Total: 4]
11 The time taken for each of 120 students to complete a cooking challenge is shown in the table.
Time (t minutes)
Frequency 44 32 28 12 4
(a) Complete the cumulative frequency table.
Time (t minutes)
Cumulative
0 44
frequency
[2]
13
(b) On the grid, draw a cumulative frequency diagram to show this information.
[3]
(c) Find the median time.
................................................... min [1]
(d) Find the interquartile range.
................................................... min [2]
14
(e) Find the number of students who took more than 37 minutes to complete the cooking challenge.
................................................... [2]
[Total: 10]
12
80
70
60
50
Cumulative
frequency 40
30
20
10
0
1 2 3 4 5 6 7 8 9 10
Time (minutes)
The cumulative frequency diagram shows information about the times, in minutes, taken by 80 students to
complete a short test.
Find
(a) the median,
Answer(a) .........................................min [1]
(b) the 30th percentile,
Answer(b) .........................................min [2]
15
(c) the number of students taking more than 5 minutes.
Answer(c) ................................................... [2]
[Total: 5]
13 The cumulative frequency diagram shows information about the distances travelled, in kilometres, by 60
people.
y
60
50
40
Cumulative
30
frequency
20
10
x
0
10 20 30 40 50 60 70 80 90 100
Distance (kilometres)
Find
(a) the 80th percentile,
Answer(a) .........................................km [2]
16
(b) the inter-quartile range,
Answer(b) .........................................km [2]
(c) the number of people who travelled more than 60 km.
Answer(c) ................................................... [2]
[Total: 6]
14
200
150
Cumulative
frequency 100
50
0
1 2 3 4 5 6 7 8 9 10
Time (seconds)
200 students take a reaction time test.
The cumulative frequency diagram shows the results.
Find
(a) the median,
Answer(a) ................................................... s [1]
17
(b) the inter-quartile range,
Answer(b) ................................................... s [2]
(c) the number of students with a reaction time of more than 4 seconds.
Answer(c) ................................................... [2]
[Total: 5]
15 A class of 15 students take two tests in science, paper 1 and paper 2.
The scores for each student are shown in the table.
Paper 1 5 11 12 20 26 31 32 37 45 47 51 54 55 23 42
Paper 2 12 15 27 27 51 44 52 54 54 74 66 72 78 30 58
18
80
75
70
65
60
55
50
45
Paper 2 40
35
30
25
20
15
10
0
0 5 10 15 20 25 30 35 40 45 50 55 60
Paper 1
(a) Complete the scatter diagram.
The first thirteen points have been plotted for you.
[1]
(b) What type of correlation is shown in the scatter diagram?
................................................... [1]
(c) On the grid, draw a line of best fit. [1]
19
(d) Another student scores 24 on paper 1.
Use your line of best fit to find an estimate for their score on paper 2.
................................................... [1]
[Total: 4]
16 Rebecca records the flight distance and the ticket price for each of her last 12 plane journeys.
Flight distance
95 230 70 500 200 450 600 350 100 275 380 540
(km)
Ticket price
220 210 60 380 130 270 340 250 120 170 310 305
($)
(a) Complete the scatter diagram.
The first eight points have been plotted for you.
[2]
(b) What type of correlation is shown in the scatter diagram?
................................................... [1]
(c) On the scatter diagram, put a ring around the point for the journey that has the highest price per kilometre
travelled. [1]
(d) On the scatter diagram, draw a line of best fit. [1]
20
(e) The scale drawing shows two airports, K and L.
The scale is 1 centimetre represents 50 kilometres.
A plane flies in a straight line from K to L.
Use the scale drawing and your line of best fit to find an estimate for the ticket price of the journey from
K to L.
$ ................................................... [3]
[Total: 8]
17 Mrs Salaman gives her class two mathematics tests.
The scatter diagram shows information about the marks each student scored.
21
(a) Write down the highest mark scored on test 1.
................................................... [1]
(b) Write down the type of correlation shown in the scatter diagram.
................................................... [1]
(c) Draw a line of best fit on the scatter diagram. [1]
(d) Hamish scored a mark of 40 on test 1.
He was absent for test 2.
Use your line of best fit to find an estimate for his mark on test 2.
................................................... [1]
[Total: 4]
18 Ten students eat cereal with milk for breakfast.
The amounts are shown in the table.
Cereal (g) 40 20 58 70 60 35 28 40 55 46
22
Milk (ml) 190 85 240 305 320 180 150 230 340 220
(a) Complete the scatter diagram.
The first six points have been plotted for you.
[2]
(b) For these students, describe the relationship between the amount of cereal and the amount of milk.
.......................................................................................................................................................... [1]
(c) On the grid, draw a line of best fit. [1]
(d) Another student has 280 ml of milk with her cereal.
Use your line of best fit to estimate an amount of cereal this student has.
................................................... g [1]
(e) Explain why this scatter diagram should not be used to estimate the amount of milk for a student who
has more than 70 g of cereal.
.......................................................................................................................................................... [1]
[Total: 6]
19 Amir looks at adverts for the same model of car.
The scatter diagram shows the age and price of each car.
23
14 000
12 000
10 000
8000
Price ($)
6000
4000
2000
0
2 4 6 8 10
Age (years)
(a) What type of correlation is shown on the scatter diagram?
Answer(a) ................................................... [1]
(b) Draw the line of best fit on the scatter diagram. [1]
(c) Use your line of best fit to estimate the price of a car that is 8 years old.
Answer(c) $ ................................................... [1]
[Total: 3]