| Date | November 2010 | Marks available | 2 | Reference code | 10N.1.sl.TZ0.5 |
| Level | SL only | Paper | 1 | Time zone | TZ0 |
| Command term | Estimate | Question number | 5 | Adapted from | N/A |
Question
56 students were given a test out of 40 marks. The teacher used the following box and whisker plot to represent the marks of the students.
Write down the median mark.
Write down the 75th percentile mark.
Write down the range of marks.
Estimate the number of students who achieved a mark greater than 32.
Markscheme
30 (A1) (C1)
[1 mark]
32 (A1) (C1)
[1 mark]
38 – 10 = 28 (A1)(A1) (C2)
Note: Award (A1) for 10 and 38 seen, (A1) for correct answer only.
[2 marks]
0.25 × 56 = 14 (M1)(A1) (C2)
Note: Award (M1) for multiplying 0.25 by 56.
[2 marks]
Examiners report
Many students had difficulty with reading the box and whisker plot and interpreting this question. Some candidates had difficulty with finding the range in part (a)(iii). Many wrote down the end points for the required range of data instead of writing the difference between the largest and smallest values. A number of candidates had problems estimating the number of students who achieved a mark greater than 32. Many students used the number 40 instead of the total number of student 56 for the estimation in part b).
Many students had difficulty with reading the box and whisker plot and interpreting this question. Some candidates had difficulty with finding the range in part (a)(iii). Many wrote down the end points for the required range of data instead of writing the difference between the largest and smallest values. A number of candidates had problems estimating the number of students who achieved a mark greater than 32. Many students used the number 40 instead of the total number of student 56 for the estimation in part b).
Many students had difficulty with reading the box and whisker plot and interpreting this question. Some candidates had difficulty with finding the range in part (a)(iii). Many wrote down the end points for the required range of data instead of writing the difference between the largest and smallest values. A number of candidates had problems estimating the number of students who achieved a mark greater than 32. Many students used the number 40 instead of the total number of student 56 for the estimation in part b).
Many students had difficulty with reading the box and whisker plot and interpreting this question. Some candidates had difficulty with finding the range in part (a)(iii). Many wrote down the end points for the required range of data instead of writing the difference between the largest and smallest values. A number of candidates had problems estimating the number of students who achieved a mark greater than 32. Many students used the number 40 instead of the total number of student 56 for the estimation in part b).
