For in GOD we live, and move, and have our being.

- Acts 17:28

The Joy of a Teacher is the Success of his Students.

- Samuel Chukwuemeka

I greet you this day,

__First:__ Read the Stories (Yes, I tell stories too. ☺)

The stories will introduce you to the topic, while making you smile/laugh at the same time.

__Second:__ Review the Notes.

__Third:__ View the Videos.

__Fourth:__ Solve the questions/solved examples.

__Fifth:__ Check your solutions with my **thoroughly-explained solved examples.**

__Sixth:__ Check your answers with the calculators.

I wrote some of the codes for the calculators using Javascript, a client-side scripting language. In addition, I used the AJAX Javascript library. Please use the latest Internet browsers. The calculators should work.

Comments, ideas, areas of improvement, questions, and constructive criticisms are welcome. Should you need to contact me, please use the form at the bottom of the page. Thank you for visiting!!!

**Samuel Chukwuemeka** (Samdom For Peace) B.Eng., A.A.T, M.Ed., M.S

*
It was a Saturday
A family of the Dad, Mom, Daughter, Son
The two children are in middle school.
The Dad and Mom were reviewing the notes of their children
The children were reading books.
All of them were in the living room at home.
*

**Dad:** Elijah

**Son:** Yes, Dad

**Dad:** Esther

**Daughter:** Yes, Dad

**Dad:** A philanthropist wanted to buy shoes for the motherless and fatherless children at an orphanage.

There were $300$ children at the orphanage.

He arrived at the orphanage and asked for a shoe size.

What shoe size should the director recommend?

**Son:** He asked for just a shoe size...

Rather than shoe sizes?

**Dad:** Yes. Do you not think it is cumbersome to ask for the shoe sizes of $300$ children?

**Son:** But, if he really wanted to help, why would he not help "all" of them?

Typically, all of them would not have the same shoe size.

So, why not just make everyone happy by providing each one with the shoe that fits him/her?

**Dad:** I understand.

But, let's assume he just wanted a shoe size.

What shoe size should the director give?

**Son:** But, Dad; why would he want to do that?

**Dad:** Answering questions with questions...typical of a *Nigerian*

Just answer my question or say you do not know the answer.

Rather than answering it with a question

**Son:** I have your gene, Dad ☺

**Dad:** Whatever...

But, I want you to think about it... while I ask your sister

Esther, what shoe size would the director recommend?

**Daughter:** I think Elijah made a point.

Why would the philanthropist choose to buy shoes of only one size?

One size certainly does not fit all.

**Mom:** Listen my children.

Your Dad is indirectly asking you about what you learned in school last week.

He wants you to see the connection/application of what you learned.

**Daughter:** Okay, Mom. I get it.

The director can measure the shoe sizes of the $300$ children.

Find the sum.

And divide by $300$

That is known as the **Mean or Average**

**Dad:** Correct! Proud of you, Daddy's girl! ☺

**Son:** The second way would be the arrange all those measured shoe sizes in order ...

Preferably in ascending order

Because it is an even sample size, there would be two sizes in the middle.

So, find the average of those two sizes.

That measure is the **Median**

**Mom:** Perfect! Mummy's boy! ☺

But, why would you arrange the sizes in ascending order?

What about descending order?

Would it not give the same result?

**Daughter:** Mom, guess what? ☺

That was the same question Elijah asked Mr. C in the class ☺

**Mom:** What did he say?

**Son:** He said that it is normal to start from the kindergarten up to the $12^{th}$ grade...

Rather than from the $12^{th}$ grade to the kindergarten

**Dad:** Wow, that is an "okay" answer. Is that the only reason?

**Daughter:** He also said that when we study the **Quartiles**, we must have to arrange it
in ascending order.

So, it is better to just learn to arrange the data in ascending order.

**Dad:** That is correct.

What other ways do we have?

**Daughter:** The director can find the most popular shoe size

**Dad:** What do you mean by "most popular"?

**Daughter:** By "most popular", I mean the shoe size that most of the children wear

**Dad:** Okay, but I am looking for a term... a statistics term...

**Son:** It means the shoe size with the highest frequency.

**Dad:** and the measure is called the ...

**Daughter:** **Mode**

**Dad:** Wow, my children are wonderful! Thank GOD!

**Mom:** Our children...

**Dad:** Yes, GOD gave us intelligent children.

**Mom:** What is the remaining measure of center?

**Son:** It's my turn this time.

The fourth measure is the **Midrange**

The director can take the average of the minimum shoe size and the maximum shoe size.

**Mom and Dad:** That is correct!

**Dad:** These are called the **Measures of Center**

**Mom:** or the **Measures of Central Tendency**

**Dad:** because they tend towards the "center" of the data set

**Mom:** and the center is seen as a representative of the whole.

**Dad:** The mean or average is the most used.

Although each of these measure has it's advantages and disadvantages

**Mom:** The midrange is also an average.

**Dad:** And if the sample size is an even number, the median is also an average.

**Daughter:** Thank You, Dad! Thank You, Mom!

**Son:** Thank You, Mom! Thank You, Dad!

**Dad and Mom:** You are most welcome!!!

Students will:

(1.) Discuss descriptive statistics.

(2.) Explain the measures of center.

(3.) Compute the measures of central tendency of data by formula.

(4.) Compute the measures of central tendency of data by technology.

(5.) Compute the measures of central tendency of data by formula.

(6.) Explain the measures of spread.

(7.) Compute the measures of variation of data by formula.

(8.) Compute the measures of dispersion of data by technology.

(9.) Explain the measures of position.

(10.) Compute the measures of location of data by formula.

(11.) Compute the measures of position of data by technology.

(12.) Define $z-scores$.

(13.) Interpret $z-scores$.

(14.) Convert a data value to a quantile.

(15.) Convert a quantile to a data value.

(16.) Determine the five-number summary of a data set.

(17.) Construct a boxplot for a data set.

(18.) Determine outliers using fences.

(19.) Explain the shape of the distribution of data.

(20.) Solve applied problems on descriptive statistics.

Descriptive Statistics is the science that deals with the organization and presentation of the collected data.

## Symbols and Meanings

- $X$ = dataset $X$
- $x = x-values$ OR data values
- $x_{mid}$ = class midpoint of $x-values$ = class midpoint of the data values
- $\Sigma$ (pronounced as uppercase Sigma) = $summation$
- $\Sigma x$ = summation of the $x-values$
- $f = frequency$
- $F = frequency$
- $\Sigma f$ = summation of the frequencies
- $\Sigma fx$ = summation of the product of the $x-values$ and their corresponding frequencies
- $(\Sigma x)^2$ = square of the summation of the $x-values$
- $\Sigma x^2$ = summation of the squared of the $x-values$
- $\bar{x}$ is sample mean of the $x-values$
- $\mu$ = population mean
- $n$ = sample size
- $N$ = population size
- $\tilde{x}$ = median
- $\widehat{x}$ = mode
- $AM$ = assumed mean
- $D$ = deviation from the assumed mean
- $x_{MR}$ = midrange
- $LCL$ = lower class limit
- $UCL$ = upper class limit
- $min$ = minimum data value
- $max$ = maximum data value
- $LCB_{med}$ = lower class boundary of the median class
- $CW$ = class width
- $f_{med}$ = frequency of the median class
- $CF_{bmed}$ = cumulative frequency of the class before the median class
- $LCB_{mod}$ = lower class boundary of the modal class
- $f_{mod}$ = frequency of the modal class
- $f_{bmod}$ = frequency of the class before the modal class
- $f_{amod}$ = frequency of the class after the modal class
- $R$ = range
- $s$ = sample standard deviation
- $s^2$ = sample variance
- $\sigma$ = population standard deviation
- $\sigma^2$ = population variance
- $CV$ = coefficient of variation
- $z = z-score$
- $Q_1$ = lower quartile or first quartile
- $Q_2$ = middle quartile or second quartile or median
- $Q_3$ = upper quartile or third quartile
- $IQR$ = interquartile range
- $SIQR$ = semi-interquartile range
- $MQ$ = midquartile
- $LF$ = lower fence
- $UF$ = upper fence

The **Measures of Center** is also known as the **Measures of Central Tendency**

They are called the measures of central tendency because they **tend towards the center** of the
data set.

Most times, the center of the data can be seen as a representative of the entire sample data or
population data.

The **measures of center** are:

(1.) Mean of Average, $\bar{x}$

(2.) Median, $\tilde{x}$

(3.) Mode, $\widehat{x}$

(4.) Midrange, $x_{MR}$

The **Mean** is commonly referred to as the **Arithmetic Mean.**

But, we have other types of mean: **Geometric Mean**, **Quadratic Mean**, and **Harmonic Mean**

We can also __trim__ the mean, known as __trimmed mean__.

The **Arithmetic Mean** is the measure of center found by adding the data values of the variable and
dividing the sum by the count/total number of the data values.

(1.) The **average** miles per gallon of the $2015$ Hyundai Santa Fe in the highway is $36\:mpg$

(2.) Mr. C uses the weighted **average** method for determining the final grade of his students' work.

(3.) The Consumer Price Index ($CPI$) is a measure of the **average** change in price over time in a fixed
market basket of goods and services bought by customers for day-to-day living.

(4.) To be admitted into the graduate program at a certain university, you must have at least an undergraduate cumulative
grade point **average** ($CGPA$) of $3.00$

(5.) According to the Bureau of Labor Statistics ($BLS$), the **average** expenditures in $2014$ was $\$53,495$,
a $4.7$ percent increase from $2013$ spending level.

(6.) What was your grade point **average** ($GPA$) last semester?

(1.) The mean of a data set uses every data value.

(2.) Sample means drawn from the same population tend to have less variation when compared to the
other measures of center.

(3.) The mean is the most appropriate measure of center for symmetric (normal) distributions.

Normal (Symmetric) Distribution

(4.) The mean of a population can be estimated to be the sample means of the samples drawn from that
population.

This implies that:
$
\mu = \bar{x}_{\bar{x}}
$

(1.) The value of the mean can substantially change due to the presence of an outlier in the data set.
In this regard, we say that the **mean is not resistant.**

An **outlier** is an extreme data value - that is either too low or too high relative to the other
data values.

(2.) The mean is not an appropriate measure of center for skewed distributions.

Except otherwise stated, it is __suggested__ to round the final answer
(not intermediate calculations) of the mean to one more decimal place than the original set of data
values.

Do not round intermediate calculations.

If you must round intermediate calculations, round to a reasonable number of decimal places (at least
three) more than the number of decimal places required for the answer.

The **Median** is also the **Middle Quartile** or the $\boldsymbol{2^{nd}\:\:Quartile}$ or
the $\boldsymbol{50^{th}\:\:Percentile}$.

It is the middle value of a data value when the data set is sorted in ascending or descending
order. However, it is better to sort the data in ascending order rather than descending order.

Sorting in ascending order (ordering from least to greatest) is highly recommended.

*
Student: Why is the ascending order preferred over descending order?
The answer would still be the same either way. Is that right?
Teacher: Yes, that is correct.
However, when we discuss *

For an

For an

(1.) The **median** household income for a $6-person$ family in the State of Arizona during $2016$
is $\$51,590.00$ - Arizona State Median Income for Fiscal Year 2016 - The LIHEAP Clearinghouse

What does this mean?

This means that of all $6-person$ families in the State of Arizona, $\$51,590.00$ divides the lower
half of incomes from the upper half of the incomes.

(2.) The **median** home price for the homes sold in the San Francisco Bay Area in
March $2017$ was $\$709,000.00$ - Bay Area Median Home Price Approaches All-Time High - CBS San Francisco Wow!

(3.) The **median** age at first marriage by men in the United States for $2003$ is $27.1$ years -
Estimated Median Age at First Marriage, by Sex - U.S Bureau of the Census

(1.) The median is resistant to outliers. It is not affected by extremely low or extremely high
data values.

(2.) The median is the most appropriate measure of center for skewed distributions.

Skewed Distribution (Skewed Left) |
Skewed Distribution (Skewed Right) |

(1.) The median does not use every data value in the data set.

(2.) Computing the
median of a grouped data algebraically is a bit cumbersome.

Except otherwise stated, it is __suggested__ to round the final answer
(not intermediate calculations) of the mean to one more decimal place than the original set of data
values.

Do not round intermediate calculations.

If you must round intermediate calculations, round to a reasonable number of decimal places (at least
three) more than the number of decimal places required for the answer.

The **Mode** is the data value that occurs most frequently in a data set.

It can also be defined as the data value with the highest frequency.

(1.) Louisville Quarterback, Lamar Jackson won the $2016$ Heisman Trophy award because he received the **most**
first-place votes -
The New York Times

(2.) The **modal** age of the population of New Zealand from $1970 - 2010$ shows a similar
pattern for males and females from $1970 - 1989$. Then, the pattern for males and females
diverge -
National Population Estimates: September 2010 Quarter - Government of New Zealand

(1.) The mode is resistant to outliers. It is not affected by extremely low or extremely high
data values.

(2.) The mode is the most appropriate measure of center for qualitative data.

(3.) The mode is the most appropriate measure of center for the nominal level of measurement of a
variable.

(1.) The mode does not use every data value in the data set.

(2.) A data set can have two modes (bimodal data set), more than two modes (multimodal data set),
or no mode at all. In such cases, the mode is not a good measure of center.

(3.) Computing the
mode of a grouped data algebraically is a bit cumbersome.

Except otherwise stated, it is __suggested__ to leave the mode "as is".

The **Midrange** is the average of the minimum and maximum values of a data set.

It is also known as **Midextreme.**

(1.) __Let us bring it to Algebra.__ Do you remember how to calculate the **midpoint** of two points?
What is the formula?

$
For\:\:Point\:1\:(x_1, y-1) \:\:and\:\: Point\:2\:(x_2, y_2) \\[3ex]
Midpoint\:\:Formula = \left(\dfrac{x_1 + y_1}{2}, \dfrac{x_2 + y_2}{2}\right) \\[5ex]
$
(2.) What is a **midrange** computer system?

(3.) List some **middle range** watches. Give reasons for your answer.

(1.) The midrange is very easy to compute.

(2.) The midrange is the most appropriate measure of center for uniform distributions.

(1.) The midrange is does not use every data value in the data set. It only uses two values -
the minimum and maximum values.

(2.) The midrange is not resistant to outliers. It is extremely affected by it.

Except otherwise stated, it is __suggested__ to round the final answer
(not intermediate calculations) of the mean to one more decimal place than the original set of data
values.

Do not round intermediate calculations.

If you must round intermediate calculations, round to a reasonable number of decimal places (at least
three) more than the number of decimal places required for the answer.

$ \underline{Sample\:\:Mean} \\[3ex] (1.)\:\: \bar{x} = \dfrac{\Sigma x}{n} \\[5ex] (2.)\:\: n = \Sigma f \\[3ex] (3.)\:\: \bar{x} = \dfrac{\Sigma fx}{\Sigma f} \\[5ex] \underline{Population\:\:Mean} \\[3ex] (4.)\:\: \mu = \dfrac{\Sigma x}{N} \\[5ex] \underline{Median} \\[3ex] (5.)\:\: \tilde{x} = \left(\dfrac{\Sigma f + 1}{2}\right)th \:\:for\:\:sorted\:\:odd\:\:sample\:\:size \\[5ex] (6.)\:\: \tilde{x} = \left(\dfrac{\Sigma f}{2}\right)th \:\:for\:\:sorted\:\:even\:\:sample\:\:size \\[5ex] \underline{Mode} \\[3ex] (7.)\:\: Mode = x-value(s) \:\;with\:\:highest\:\:frequency \\[3ex] \underline{Midrange} \\[3ex] (8.)\:\: x_{MR} = \dfrac{min + max}{2} \\[5ex] $

$ \underline{Class\:\:Midpoint} \\[3ex] (1.)\:\: x_{mid} = \dfrac{LCL + UCL}{2} \\[5ex] Equal\:\:Class\:\:Intervals\:(Same\:\:Class\:\:Size) \\[3ex] \underline{Mean} \\[3ex] (2.)\:\: \bar{x} = \dfrac{\Sigma fx_{mid}}{\Sigma f} \\[5ex] Equal\:\:Class\:\:Intervals\:(Same\:\:Class\:\:Size) \\[3ex] \underline{Given\:\:an\:\:Assumed\:\:Mean} \\[3ex] (3.)\:\: D = x_{mid} - AM \\[3ex] (4.)\:\: \bar{x} = AM + \dfrac{\Sigma fD}{\Sigma f} \\[5ex] \underline{Median} \\[3ex] (5.)\:\: \tilde{x} = LCB_{med} + \dfrac{CW}{f_{med}} * \left[\left(\dfrac{\Sigma f}{2}\right) - CF_{bmed}\right] \\[7ex] \underline{Mode} \\[3ex] (6.)\:\: \widehat{x} = LCB_{mod} + CW * \left[\dfrac{f_{mod} - f_{bmod}}{(f_{mod} - f_{bmod}) + (f_{mod} - f_{amod})}\right] $

$ \underline{Range} \\[3ex] (1.)\:\: Range = max - min \\[3ex] \underline{Sample\:\:Variance} \\[3ex] \color{red}{First\:\:Formula} \\[3ex] (2.)\:\: s^2 = \dfrac{\Sigma(x - \bar{x})^2}{n - 1} \\[5ex] (3.)\:\: s^2 = \dfrac{\Sigma f(x - \bar{x})^2}{\Sigma f - 1} \\[5ex] \color{red}{Second\:\:Formula} \\[3ex] (4.)\:\: s^2 = \dfrac{n(\Sigma x^2) - (\Sigma x)^2}{n(n - 1)} \\[5ex] (5.)\:\: s^2 = \dfrac{\Sigma f(\Sigma fx^2) - (\Sigma fx)^2}{\Sigma f(\Sigma f - 1)} \\[5ex] \underline{Population\:\:Variance} \\[3ex] (6.)\:\: \mu^2 = \dfrac{\Sigma(x - \mu)^2}{N} \\[5ex] (7.)\:\: \mu^2 = \dfrac{\Sigma f(x - \mu)^2}{\Sigma f} \\[5ex] \underline{Sample\:\:Standard\:\:Deviation} \\[3ex] \color{red}{First\:\:Formula} \\[3ex] (8.)\:\: s = \sqrt{\dfrac{\Sigma(x - \bar{x})^2}{n - 1}} \\[5ex] (9.)\:\: s = \sqrt{\dfrac{\Sigma f(x - \bar{x})^2}{\Sigma f - 1}} \\[5ex] \color{red}{Second\:\:Formula} \\[3ex] (10.)\:\: s = \sqrt{\dfrac{n(\Sigma x^2) - (\Sigma x)^2}{n(n - 1)}} \\[5ex] (11.)\:\: s = \sqrt{\dfrac{\Sigma f(\Sigma fx^2) - (\Sigma fx)^2}{\Sigma f(\Sigma f - 1)}} \\[5ex] \underline{Population\:\:Standard\:\:Deviation} \\[3ex] (12.)\:\: \sigma = \sqrt{\dfrac{\Sigma(x - \mu)^2}{N}} \\[5ex] (13.)\:\: \sigma = \sqrt{\dfrac{\Sigma f(x - \mu)^2}{\Sigma f}} \\[5ex] \underline{Range\:\:Rule\:\:of\:\:Thumb} \\[3ex] Approximate\:\:Value\:\:of\:\:Calculating\:\:Standard\:\:Deviation \\[3ex] (14.)\:\: s = \dfrac{Range}{4} = \dfrac{max - min}{4} \\[5ex] \underline{Interquartile\:\:Range} \\[3ex] (15.)\:\: IQR = Q_3 - Q_1 \\[3ex] \underline{Coefficient\:\:of\:\:Variation\:\:for\:\:Sample} \\[3ex] (16.)\:\: CV = \dfrac{s}{x} * 100 ...in\:\:\% \\[5ex] \underline{Coefficient\:\:of\:\:Variation\:\:for\:\:Population} \\[3ex] (17.)\:\: CV = \dfrac{\sigma}{x} * 100 ...in\:\:\% \\[5ex] \underline{Mean\:\:Absolute\:\:Deviation} \\[3ex] (18.)\:\: MAD = \dfrac{\Sigma |x - \bar{x}|}{n} \\[5ex] $

$ \underline{Class\:\:Midpoint} \\[3ex] (1.)\:\: x_{mid} = \dfrac{LCL + UCL}{2} \\[5ex] \underline{Sample\:\:Variance} \\[3ex] \color{red}{First\:\:Formula} \\[3ex] (2.)\:\: s^2 = \dfrac{\Sigma f(x_{mid} - \bar{x})^2}{\Sigma f - 1} \\[5ex] \color{red}{Second\:\:Formula} \\[3ex] (3.)\:\: s^2 = \dfrac{\Sigma f(\Sigma fx_{mid}^2) - (\Sigma fx_{mid})^2}{\Sigma f(\Sigma f - 1)} \\[5ex] \underline{Sample\:\:Standard\:\:Deviation} \\[3ex] \color{red}{First\:\:Formula} \\[3ex] (4.)\:\: s = \sqrt{\dfrac{\Sigma f(x_{mid} - \bar{x})^2}{\Sigma f - 1}} \\[5ex] \color{red}{Second\:\:Formula} \\[3ex] (5.)\:\: s = \sqrt{\dfrac{\Sigma f(\Sigma fx_{mid}^2) - (\Sigma fx_{mid})^2}{\Sigma f(\Sigma f - 1)}} \\[5ex] $

The **z-score is:**

(1.) Also known as a **Standard Score** or **Standardized Score**.

(2.) Defined as the **number of standard deviations** in which a **data value is above or below the mean.**

(3.) A **measure of location/position** because it **describes the location of a data value in terms of the
standard deviations relative to the mean.**

(4.) A **positive value** if the **data value is above the mean.**

(5.) A **negative value** if the **data value is below the mean.**

(6.) **Zero** if the **data value is the mean.**

(7.) **Unit less** - it does not have a unit.

(8.) Used to determine whether a **data value is usual or unusual.**

(9.) Used to **compare two individual data values measured on the same scale with the same unit of measurement.**

(10.) Used to **compare two individual data values measured on the same scale with the different units of measurement.**

(11.) Used to **compare two individual data values measured on the different scales with the same unit of measurement.**

(12.) Used to **compare two individual data values measured on different scales with different units of measurement.**

To explain the aforementioned four points;

In the Education field, one can use $z-score$ to:

**compare two scores** achieved by the **same individual** on **two different tests**

**compare scores** achieved by **two individuals** on the **same test**

**compare a score** achieved by **an individual** on **a test** with the **population of scores**
by **different individuals** for the **same test.**

(1.) $z-scores$ are rounded to $2$ decimal places.

(2.) A **data value is usual** if $-2.00 \le z-score \le 2.00$

(3.) A **data value is unusual** if $z-score \lt -2.00$ OR $z-score \gt 2.00$

This means that the boundary $z-scores$ to determine whether a data value is usual or unusual are
$-2.00$ and $2.00$

A **data value is usual** if $-2.00 \le z-score \le 2.00$

A **data value is unusual** if $z-score \lt -2.00$ OR $z-score \gt 2.00$

$
\underline{Sample} \\[3ex]
Minimum\:\:usual\:\:data\:\:value = \bar{x} - 2s \\[3ex]
Maximum\:\:usual\:\:data\:\:value = \bar{x} + 2s \\[3ex]
\underline{Population} \\[3ex]
Minimum\:\:usual\:\:data\:\:value = \mu - 2\sigma \\[3ex]
Maximum\:\:usual\:\:data\:\:value = \mu + 2\sigma \\[3ex]
\underline{z\:\:score\:\:for\:\:Sample} \\[3ex]
(1.)\:\: z = \dfrac{x - \bar{x}}{s} \\[5ex]
\underline{z\:\:score\:\:for\:\:Population} \\[3ex]
(2.)\:\: z = \dfrac{x - \mu}{\sigma} \\[5ex]
\underline{Quantiles(Percentiles,\:Deciles,\:Quintiles,\:and\:Quartiles)} \\[3ex]
\color{red}{Convert\:\:a\:\:Data\:\:value\:\:to\:\:a\:\:Quantile} \\[3ex]
x\:\:and\:\:y\:\:are\:\:two\:\:different\:\:variables \\[3ex]
(3.)\:\: Percentile\:\:of\:\:x = \dfrac{number\:\:of\:\:values\:\:less\:\:than\:\:x}{total\:\:number\:\:of\:\:values} * 100 = yth\:\:Percentile \\[5ex]
(4.)\:\: Decile\:\:of\:\:x = \dfrac{number\:\:of\:\:values\:\:less\:\:than\:\:x}{total\:\:number\:\:of\:\:values} * 10 = yth\:\:Decile \\[5ex]
(5.)\:\: Quintile\:\:of\:\:x = \dfrac{number\:\:of\:\:values\:\:less\:\:than\:\:x}{total\:\:number\:\:of\:\:values} * 5 = yth\:\:Quintile \\[5ex]
(6.)\:\: Quartile\:\:of\:\:x = \dfrac{number\:\:of\:\:values\:\:less\:\:than\:\:x}{total\:\:number\:\:of\:\:values} * 4 = yth\:\:Quartile \\[5ex]
\color{red}{Convert\:\:a\:\:Quantile\:\:to\:\:a\:\:Data\:\:Value} \\[3ex]
Calculate\:\:the\:\:xth\:\:position\:\:of\:\:the\:\:yth\:\:Quantile \\[3ex]
(7.)\:\: xth\:\:position = \dfrac{yth\:\:Percentile}{100} * total\:\:number\:\:of\:\:values \\[5ex]
(8.)\:\: xth\:\:position = \dfrac{yth\:\:Decile}{10} * total\:\:number\:\:of\:\:values \\[5ex]
(9.)\:\: xth\:\:position = \dfrac{yth\:\:Quintile}{5} * total\:\:number\:\:of\:\:values \\[5ex]
(10.)\:\: xth\:\:position = \dfrac{yth\:\:Quartile}{4} * total\:\:number\:\:of\:\:values \\[5ex]
$

If the $xth$ position | then, |
---|---|

is an integer |
$xth\:\:position = \dfrac{xth\:\:position + (x + 1)th\:\;position}{2}$ In other words, round down the $xth$ position and find the value; round up the $xth$ position and find the value; then, take the mean of the two values. |

is not an integer | $xth$ position is rounded up |

$ \underline{The\:\:Five-Number\:\:Summary\:\:of\:\:Data} \\[3ex] (11.)\:\: Minimum\:(min) \\[3ex] (12.)\:\: Lower\:\:Quartile\:(Q_1) \\[3ex] (13.)\:\: Median\:\:or\:\:Middle\:\:Quartile\:(Q_2) \\[3ex] (14.)\:\: Upper\:\:Quartile\:(Q_3) \\[3ex] (15.)\:\: Maximum\:(Max) \\[3ex] $

$ \underline{Other\:\:Statistics\:\:from\:\:Quantiles} \\[3ex] (16.)\:\: IQR = Q_3 - Q_1 \\[3ex] (17.)\:\: SIQR = \dfrac{IQR}{2} = \dfrac{Q_3 - Q_1}{2} \\[5ex] (18.)\:\: MQ = \dfrac{Q_3 + Q_1}{2} \\[5ex] (19.)\:\: Upper\:\:Quartile\:(Q_3) \\[3ex] (20.)\:\: LF = Q_1 - 1.5(IQR) \\[3ex] (21.)\:\: UF = Q_3 + 1.5(IQR) $

Chukwuemeka, S.D (2016, April 30). *Samuel Chukwuemeka Tutorials - Math, Science, and Technology.*
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