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Coding Statistical Variables - Lesson

The document provides a comprehensive guide on coding statistical variables, including explanations of how coding affects various statistical measures such as mean, median, and range. It includes teacher notes, slide usage instructions, examples, and practice questions to facilitate understanding of the topic. Additionally, it outlines the effects of coding on statistical calculations and provides exercises for students to test their understanding.

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Wedu Maja
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© © All Rights Reserved
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0% found this document useful (0 votes)
6 views

Coding Statistical Variables - Lesson

The document provides a comprehensive guide on coding statistical variables, including explanations of how coding affects various statistical measures such as mean, median, and range. It includes teacher notes, slide usage instructions, examples, and practice questions to facilitate understanding of the topic. Additionally, it outlines the effects of coding on statistical calculations and provides exercises for students to test their understanding.

Uploaded by

Wedu Maja
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Coding Statistical Variables

Jamie Frost
www.drfrost.org
@DrFrostMaths

Contact the resource team:


[email protected]
@DrFrostResource

Dr Frost Learning is a registered


Last modified:1st August 2024 charity in England and Wales (no
1194954)
Teacher Notes
Prerequisite
Knowledge Future Links
• Mean of listed data.
• Median and quartiles of listed data.
• Standard deviation of listed data.

Throughout the slides, this symbol refers to a web link.


Unless
Key: otherwise specified, this will be to some functionality
within DF.
Key Points Solution step – All slides include
click to reveal pedagogical detail in the
! To be written ‘Notes’ section for each
in books Question/Discussion slide.
Dr Frost Learning is a registered
Prompt charity in England and Wales (no
How to use these slides
Though many slides in this resource will have titles specific to the topic, the slide titles in the
table below are used consistently within DFL resources for specific pedagogical purposes.
Any atypical use of a slide type, including any change of animation* or intended use, will be
outlined in the Teacher Notes for the slide.
Slide Title Explanation Default Animations*
To be used as a prior knowledge check or to review
Recap prerequisite knowledge. Can be used as a starter or as part of Green click-to-reveal boxes.
the main lesson.
To be used to highlight key concepts or theorems. This could
Usually in sequence with
The Big include the ‘why’ of the topic - including “real-life” contextual
some green click-to-reveal
Idea scenarios, or putting into context of other mathematical
boxes.
concepts (past and future).
Solution animates in
Example To be modelled by the teacher.
sequence.
Green click-to-reveal boxes.
Test Your
To be completed by students and used for Assessment for For multi-step answers,
Understandi
Learning, primarily using mini-whiteboards. reveal in parts or click final
ng
answer to reveal full solution.
To be used as ‘Example’ &‘Test Your Understanding’ above, Example animates in
To be used as ‘Example’ &‘Test Your Understanding’ above,
Example within the same slide to provide scaffold via visible modelled sequence,
Examplefollowed
animates byinTYU
Example within the same slide to provide scaffold via visible modelled
Problem solution. question with
sequence. Clickgreen click-to-
the header to
Problem solution.
Pair TYU column is blank initially, to focus attention on example. reveal boxes for solution
reveal TYU question, then
Pair TYU column is blank initially, to focus attention on example.
Reveal question by clicking ‘Test Your Understanding’ steps.
green click-to-reveal boxes.
banner.
To be used as fluency practice. Multiple questions in rapid Green click-to-reveal boxes.
Quickfire succession,
To be used for calculations
as fluency that can
practice. be completed
Multiple questions mentally.
in rapid For multi-step
Green answers,
click-to-reveal boxes.
Questions
Quickfire Often used forfor
succession, shorter questions/
calculations that formulae or to isolate
can be completed a small
mentally. reveal in parts oranswers,
For multi-step click final
Questions Often used for shorterpart of the method.
questions/ formulae or to isolate a small line toin
reveal reveal
partsfull solution.
or click final
part of the method. line to reveal full solution.
To be used as a diagnostic question. Multiple choice questions,
Multi-choice with
To be plausible
used distractors,
as a diagnostic to allow
question. teachers
Multiple
Dr Frost to diagnose
choice
Learning is questions, Arrowinpoints
a registered charity Englandto answer,
and Wales on (no
What do you think is
INSTRUCTIO the mean height of
NAL VIDEO people in the room
with you?

Now everyone stand on their chair, as


shown.
What happens to the mean height?
What happens to the range of the
heights?
Coding Variables

Let
? ? ? ?

When we write a statistical variable


within an expression, it replaces
each data value according to that
expression.
This is known as coding.
Coding Variables

Let

a
a Calculate
b Calculate b

c What do you c
notice? In increasing each
value by , we also
increased the mean
by , i.e.
Does this Work on all Transformations?

Let

a
a Calculate
b Calculate b

c What do you
c
notice? . Squaring the values
does not square the
mean, i.e. although ,
Coding Averages

This means that any linear


! If a variable is coded transformation to the variable
using , then (i.e. adding, subtracting,
multiplying, dividing) will affect
the mean in the same way.

Example:

The weights of cats in


kg is recorded.
If , when calculate .

kg
Effect of Coding on Other Statistics
Range

Media Mea 𝑸𝟑
n n
𝒙
Range

Media Mea 𝑸𝟑
n n
𝒚 =𝒙+𝟏𝟎𝟎𝟎𝟎
Salary
k k k k k k k ($)

It’s visually easy to see that What about the median?


as the values shift up, so The median will be
does the mean in the same affected in the same way
way. as the mean.
What about quartiles? What about the range?
Any quantile (e.g. As is being added to both the minimum
median, quartiles) will and maximum value, the difference
be affected in the same between these, i.e. the range, will be
way. unaffected.

If the values were doubled however


(), then this would double the range.
Summary of Effects of Coding
! Effect of and Effect of and
Averages and As per As per
measures of operation operation
position
(mean, mode, median,
quartiles, minimum)
Measures of No effect As per
spread operation
(range, interquartile
range, standard
Old mean
deviation) Old Coding New New
mean
? ?
? ?
? ?
? ?

is not affected To work backwards,


𝑦 +5 by or , so we can rearrange
𝑥=
3 for
Quickfire Questions

Old mean Old Coding New mean New

36 4 𝑦=𝑥−20𝟏𝟔𝟒 ? ?

𝟑𝟔𝟖
? ? 𝑦 =2 𝑥7216
35 4 𝑦=3 𝑥−20𝟖𝟓𝟏𝟐 ? ?

𝟒𝟎𝟑
? ? 𝑦=
𝑥
2 20 2
3

1127 𝑦 =
𝑥+10
3 𝟕𝟗
? ?

𝟑𝟎𝟎𝟐𝟓
? ? 𝑦 =
𝑥 −100
5 405
Example Exam Question
The following table summarises the times, minutes to the nearest minute, recorded
for a group of students to complete an exam.

a) Estimate the mean and standard deviation of these data.


b) Use linear interpolation to estimate the value of the median Ignore
c) Show that the estimated value of the lower quartile is to the
significant figures. calculatio
d) Estimate the interquartile range of this distribution n for
these.
The person timing the exam made an error and each student actually took
minutes less than the times recorded above. The table below summarises the
actual times.

e) Without further calculations, explain the effect this would have on each of the
estimates found in parts (a), (b), (c) and (d).

Median decreases by .
Coding is Mean decreases
?e Lower quartile decreases
by .
by .
unaffected.
Test Your Understanding

1 A zoologist records the weights


of various animals, , in kg. They
use the coding
a ?
Halved and increased
State the effect on: b by
Halved ?
and increased
the mean weight. c by
Halved ?
a
the lower quartile.
b d Halved ?
the interquartile range.
c
the standard deviation.
d

2 Some values are recorded, with


and . The values are coded
using
a
b 𝑦=2𝑥+1=𝟐𝟏 ?
?
Calculate:
a the mean .
b the standard deviation .
Retrieving the Original and from Coded
Data
One purpose of coding data is that it might make the data easier to
manage, e.g. turning big values into small values.
If we calculated the mean and standard deviation of the simpler coded
data, we would then want to know the same for the original data.

The price of diamond rings in pounds, a


is coded using
These
Frequency formulae
are covered
in skill 534.

Use the
coding
Determine the mean and standard backwards to
a retrieve the
deviation of . b
original
and
mean.
Hence determine the mean and
b The doesn’t
standard deviation for the price of
affect
the diamond rings.
Test Your Understanding
3 [Edexcel IAL Mathematics Oct a
2022 Stats 1 Q3]
Morgan is investigating the body
length, centimetres, of squirrels.
A random sample of squirrels is ?
taken and the data for each
squirrel is coded using

The results for the coded data


are summarised below b

Find the mean of .


a Find the standard deviation
ofb .
?
Determining the Coding From Coded
Values
At the Annual Walrus
Symposium, the weights of Substitute the
some walruses are coded pairs of values
using into the
The table shows the original coding.
and coded weights of some Rearrange into a
of these walruses. form we can
more easily
(kg) solve on our
calculator.
(kg) Use the
simultaneous
Determine the value of and
equation solver
on your
calculator.
Test Your Understanding
4 [Edexcel S1 June 2015 Q2a]
An estate agent recorded the price per square metre, p £/m2, fortwo-
bedroom houses.
He then coded the data using the coding , where and are positive
constants.
His results are shown in the table below.

Find the value of and the value of .

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